Eng Jhs 1 3 Syllabus

JHS 1
SECTION 1
LISTENING AND SPEAKING
General Objectives: The student will
1. articulate speech sounds and words correctly.

2. develop confidence and skills in listening and speaking.
3. increase his/her ability to express himself/herself orally.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION
ACTIVITIES
UNIT 1 The student will be able to:
PURE VOWEL SOUNDS 1.1.1 make the pure vowel sounds Differences between the various Students listen to the target sound in Students classify words
correctly in isolation as well as vowel sounds: context from recorded cassette : pronounced by the
in context. teacher according to the
/i/ as in fit, bit, sit, kit Provide model pronunciation or use vowel sounds (short and
tape/cassette recorders. long).
1.1.2 distinguish between the various /i:/ as in feet, beet, we, see, key,
pure vowel sounds. quay, receive. Make vowel sounds in isolation.
/æ/ as in cat, back, hand. Put sounds in context (Refer Content)

1.1.3 identify words containing pure
vowel sounds /e/ as in bet, set, well, pet, bed, Students listen and repeat sounds in
isolation/context.
/a: as in arm, palm, balm, calm,
park, march Students find examples of words In pairs/groups, pupils
containing vowel sounds taught and say give words containing
/ / as in pot, cot, dot, hot. them. contrasted forms of
vowel sounds. e.g. long
/ :/ as in bore, ball, call, tall, Assist pupils to find other examples of vowel sound verses short
halt, port. words containing specific vowel sounds vowel sound.
and produce/read out a list of them.
/℧/ as in pull, full, bull, would
Students read a given
book. Guide students to use words containing text using the correct
certain vowel sounds in sentences and pronunciation involving
/u:/ in food, cool, fool, tool. read them aloud. pure vowel sounds.
/ Λ / as in cup, but, hut, mud, love Organise listening activities in which
pupils distinguish between sounds that
/ / as in above, again, about, have long and short forms. e.g. / / / :/
against, ago etc. (Refer to Content)
/з: / as in heard, bird, first, hurt
English Language 2012
Page 1
ACTIVITIES
UNIT 1 (CONT’D) The student will be able to:

NOTE Teach a sound or two in a
PURE VOWEL SOUNDS particular lesson
Sounds that have the long form

are indicated by two dots – e.g. /
i: / as in feet, we, see.
/ a: / as in arm, palm.
UNIT 2 Words that have short form have
no dot e.g., / i / as in fit, sit;
CONSONANTS / e / as in bet, set.
- Introduce the target sound in context Students pronounce
Voiceless Voiced 1.2.1 pronounce the distinct Pronouncing consonant e.g. Through dialogue pairs of words having
consonant sounds in isolation or segments (2 consonants). contrasting sounds, e.g.
/p/ /b/
in context (word/utterances). (voiced, voiceless) in a
/t/ /d/ - Provide model pronunciation or use a set of minimal pairs.
/k/ /g/ 1.2.2 recognise the differences in the Making distinctions in consonant tape/cassette recorder.
/f/ /v/ articulation of consonants. sounds.
/θ/ /ð/
/s/ /z/ For the Teacher only
Guide students to listen to differences in
/∫/ /dƷ/ e.g. Voiced /d/ /b/ voicing between pairs of consonants.
- / l/ Voiceless /p/ /t/
(e.g. Cocking ears and feeling buzz for
- / r/ voiced sounds and absence of buzz for
/h/ - voiceless between pairs of consonants.
- - (Refer content) Students read short
- /ŋ/ List of Consonants sentences containing
- /w/ /p/b/m/ - bilabial Demonstrate other differences in terms voiceless consonants
- /ј/ /f/v/ - labio-dental of place and manner of articulation.
- /n/ / θ/ - dental
- /m/ /s/t/d/l/// - alveolar (e.g. lips together for place/manner)
/j/s/ - palatal (Refer to list of consonants in content)
/t/s/dj/ - palato-alveolar
/k/g/ - velar Draw pupils‟ attention to „problem‟
/h/ - glottal consonants which are wrongly
/w/ - bi-labial pronounced:
(semi-vowel)

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ACTIVITIES
UNIT 2 (CONT’D) The student will be able to: Note: e.g. / θ / as in thin / θin /
bilabial - the two lips / ð / as in this / ðis /
CONSONANTS labio - dental - lips and teeth
dental - teeth
alveolar - throat
The distinction between:
palatal - the palate
/t/ and / θ / as in
palato - alveolar - palate and
/tin=/in/and thin/ θin /
throat
alveolar - throat
glottal - the glottis /d/and/ ð/ as in
that = / ðæt / dad=/ dæd /
/s/ and / ∫/see=/si:/ and she = / i// i:/
Draw attention to common errors e.g.

Elision of the final consonant that
should be pronounced: e.g.
child - /tʃaild/, and not/ tʃ ail/
Cold - / kәuldl and not/not / k әold/

School - /sku: l / and not /sku :/
In pairs/groups, pupils practise

contrasting consonants in tongue .
twisters. e.g. she sells sea shells at the
seashore.
Peter Piper picked ...
Note: Use other local tongue twisters.

Students must be introduced to the
interpretation of the phonetic symbols in
the dictionary to help in pronunciation.

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ACTIVITIES
The student will be able to:
UNIT 3
CONVERSATION 1.3.1 talk about/describe people Describing people and objects: Through discussion, guide pupils to talk Students should describe
and objects. e.g. personalities, missing people, about personalities e.g. the teacher, people/objects they know.
missing objects, missing articles headteacher, District Chief Executive,
District Director of Education, Regional
Minister, Chief, missing pupils, missing
bag, missing shoes, school prefect, etc.
1.3.2 talk about/describe Independence Day Anniversary, Individuals/groups talk about festivals in
occasions and festivals. other festivals in – their localities etc. their localities to class.
Students ask questions as the
presentation goes on.
1.3.3 give accurate directions. Giving directions using distance e.g., Guide students to give directions using The students direct an
hundred metres away, five minutes the following examples: from the school uncle/aunt to his/her school
drive, thirty minutes walk, after the to the market; from the school to the post using appropriate
third junction, at the corner of the office etc., using the expressions in the expressions.
street etc. content (e.g. a hundred metres away etc).

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ACTIVITIES
The student will be able to: In pairs, students give directions to be

carried out in or around the school.
1.3.4 engage in active debate on a Topics for debate: Guide students to follow the format for
UNIT 3 (CNTD)
suitable topic debate: Students debate on the
- Who is more important, the motion: “A good name is
CONVERSATION farmer or the driver? the Two groups of speakers one group for better than riches."
teacher or the doctor? and the other against the motion. Four
pupils in each group.
- Should girls play football?
- Should boys take care of their Choose five students to form a panel of
siblings? judges.
1.3.5 talk about personal and Which value is more important for Each speaker from each group should be
social values. the development of the nation, given about 2 minutes to make his/her
honesty or patriotism? points.
- honesty or hardwork The leader speaks for 3 minutes. At the
- patriotism or hardwork? etc. end of the debate, the leader sums up
his/her group‟s points.
Contributions from the audience (pupils)
for or against the motion should be
encouraged.
The leader of the panel of judges to sum
up and declare the winner.

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JHS 1
SECTION 2
GRAMMAR
1. use grammatical structures/forms accurately in speech and in writing.
UNIT SPECIFIC CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
OBJECTIVES
The student will be able
UNIT 1 to:
In sentences, nouns may: Students scan texts to identify nouns.
2.1.1 identify common Assist students to observe some features of nouns and
NOUNS TYPES and proper nouns - be preceded by an article/determiner changes they undergo in different sentences (Ref. Content)
in texts. e.g. a cow, the teacher, some water,
i. Proper nouns any student.
ii. Common
nouns -change form to express singular and Students construct sentences containing nouns having
plural e.g. bag-bags, table-tables ball- determiners and which express possession.
balls.
-change in form to express possession

using the apostrophe e.g. a book →
Kofi‟s book.
2.1.2. distinguish Common Nouns Students scan passages e.g. those already read in class to
between common Names of objects/things e.g. table, ball, identify and classify nouns into common and proper nouns
and proper nouns house phone, bottle
Pairs and groups of students put proper nouns into the Students identify
different categories: people, places, time, major land forms common and proper
Proper nouns: etc. nouns in context.
Names of people, towns places e.g.
Yaw, Rabiatu, Accra International Guide students with examples to note special cases in which
Conference Centre. the noun and the determiner cannot be separated. In such
cases both begin with capital
Days of the week: Sunday, Thursday,
Tuesday, Months of the Year: March
June, August
Occasions: Christmas, Id-El-Fitr, Students construct sentences which have common and proper
Hogbetsotso. Also names of rivers, nouns:- The students will visit Boti Falls. Students write
lakes, sea, mountains e.g. River Volta, sentences using
Lake Bosomtwi, Mountain Afadjato. Akosua sent the books to the University of Cape Coast to be common and proper
sold. nouns.

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ACTIVITIES
UNIT 1 CONT’D) 2.1.3. use common and proper nouns NOTE:

in speech and in writing. Most Proper nouns do not take
determiners except the names of
NOUNS
some counties .
(NUMBERS): e.g. The Gambia, The Hague,
The Netherlands.
Irregular
2.1.4 identify the forms of irregular Irregular nouns and their forms: Revise regular nouns and their features. Provide a passage for
nouns in speech and in writing. Plurals which are formed without e.g. chair – chairs, bag - bags pupils to change singular
the simple addition of /„s‟/‟es‟ are irregular nouns to plural
irregular nouns. Introduce irregular nouns. Discuss and forms.
illustrate their singular and plural forms.
Students fill in blanks in a
Guide students to study the plural form of
given passage with the
irregular nouns listed in content.
singular/plural forms of
irregular nouns as
appropriate.
2.1.5 use irregular nouns appropriately Some irregular nouns change Students find other
Students study given sentences and write
in speech and in writing. vowels to indicate plural e.g. examples of irregular
the sentences replacing singular irregular
woman - women nouns and their forms
nouns with their plural forms.
man - men (from the print/electronic)
foot - feet media and other sources.
tooth - teeth
louse - lice Students write given
mouse - mice sentences replacing
goose - geese singular irregular nouns
with their plural forms
One or more letters may be
added to indicate plural e.g.
ox - oxen
child - children
Some retain the same form

in both singular and plural.
e.g.
sheep - sheep
deer - deer
spacecraft - spacecraft
cattle - cattle
equipment - equipment
furniture - furniture
luggage - luggage
police - police

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ACTIVITIES
UNIT 1 (CONT’D) A few nouns ending in „f‟/fe‟ Students give examples of irregular
usually change to „ves‟ nouns and use them in sentences.
NOUNS (NUMBERS):
half - halves Guide students to note that nouns like Students use the nouns
wife - wives equipment, personnel, furniture, luggage equipment, luggage etc in
Irregular
calf - calves are both singular and plural. These sentences.
loaf - loaves nouns never take the plural form.
life - lives
leaf - leaves
Some nouns are used only in the Some nouns even though they have a Students to construct
plural e.g. scissors, jeans, plural form are considered and used as sentences using irregular
trousers, outskirts, stairs, shorts, singular nouns e.g. news. nouns.
pliers, shears, tongs,
congratulations, greetings,
poultry, livestock.
Students use noun like scissors,
trousers etc in sentences.

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ACTIVITIES
VERBS -
TENSE FORMS
2.2.1 identify and use appropriate verb Verb tense forms: In pairs/groups, students scan verbs in
tense forms in speech and in given texts.
The simple present writing. The Simple Present
The present continuous Kofi goes to school. Students identify the forms of the verbs
The simple past in sentences.
The Present Continuous
Kofi is going to school. e.g. Adisa runs very fast
(present/habitual.)
The Simple Past
Kofi went to school yesterday. The soldier walked home (past).
Kwabena is skipping (Continuous).

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ACTIVITIES
VERB TENSE FORMS 2.2.2 use correct verb forms in The Simple Present Revise verbs – students identify verbs in
speech and in writing The to-infinitive verb form –The given texts.
form of the verb that takes “to”
e.g. to go, to visit, to run, etc.
One student gives a sentence with a Students fill in blanks in
The bare infinitive form – the form verb in the present tense form; another passages/ sentences with
of the verb that drops the word changes the sentence into present the correct forms of the
“to” e.g. come, jump, visit, go, continuous form, a third student changes verb. e.g. (sing) Ama -
etc. the sentence into simple past and a beautifully in church last
fourth student changes the sentence into Sunday.
The verb takes an „s‟ or „es‟ in the future.
3rd person singular e.g. She
visits her friends. He goes to Provide a list of irregular verbs i.e. those
Suhum on Mondays. that undergo spelling and sound change
in their past tense forms e.g., In groups students write
Note: Remind pupils of subject + short stories in which at
verb agreement. go - went least three verb tense
catch - caught forms are used.
The Present Continuous read - read
The verb takes „ing‟ to express
Present Continuous and Past
Continuous e.g. She is going Students gives examples of sentences
home. She was singing a song. in simple present and simple past using
irregular verbs.
The Simple Past
The „d‟ – „ed‟ form of the verb is
used to express the Simple Past
form of regular verbs e.g.
He climbed the tree.
NOTE:
The „d‟ – „ed‟ form of the verb is
used to express:
(1) Simple Past
e.g. He climbed the tree.
(2) Present Perfect

e.g. They have climbed the
tree.
(3) Past Perfect

e.g. She had talked to him.

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ACTIVITIES
PRONOUNS AND THEIR

2.3.1 identify pronouns in Identifying pronouns in Revise Nouns.
TYPES
sentences/texts. sentences. e.g.
Guide students to replace some nouns
Personal and Possessives Kofi ate the food. with pronouns in a number of sentences
↕ e.g. The boys bought a ball
He ate all of it. They bought it.
Categorising pronouns: Use role-play to explain the Let pupils identify the 1st,
speaker/addressee 2nd and 3rd person
Personal Pronouns relationship/ownership i.e. pronouns in given
1st person - I, we. 1st person - speaker. sentences.
2nd person - You. 2nd person – addressee/listener
3rd person - He, she, it, they. 3rd person - other than 1st and 2nd
person (person/thing being spoken
Possessive Pronouns: about).
1st person: mine, ours
nd Guide students to distinguish between
2 person – yours
3rd person – his/hers personal and possessive pronouns.
its/theirs
2.3.2 use pronouns appropriately. Note 1:

Students should take particular Students use personal and possessive Provide texts for pupils to
note of the absence of the pronouns in sentences (speech /writing). replace nouns with the
apostrophe in the possessives. appropriate pronouns.
Give objective type

exercises involving use of
personal and possessive
pronouns.

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ACTIVITIES
PRONOUNS AND THEIR 2.3.1 identify relative pronouns in Identifying relative Revise personal pronouns
TYPES simple sentences. Pronouns in sentences Explain relative pronouns using
Target relative pronouns: several examples and
who, whom, which, that, whose situations.
Relative Pronouns Groups of students identify - The underlined
relative pronouns in sentences relative pronouns
and short passages. in sentences and
2.3.2 use relative pronouns using relative pronouns in Use classroom and other short texts.
appropriately in sentences. Relative Clauses. situations to illustrate correct
E.g. use of relative pronouns. - Students fill in
- The man who came E.g. blanks with
here is my uncle. i. The man who is with the appropriate
- The book which I bought Headmaster is my father. relative pronouns
is good ii. The answer that you gave is
wrong. - Students use
iii. The group which must sweep given relative
tomorrow is Group 4. pronouns in
iv. The woman whose sentences.
computer............
Group of children write
parallel sentences to
models presented.
Explain the use of relative
pronouns:

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ACTIVITIES
PRONOUNS AND THEIR 2.3.1 distinguish between Possessive pronouns show Revise pronouns. Students identify Students use pronouns in
Possessive and reflexive ownership: They are: mine, ours, pronouns in given sentences. speech and writing.
TYPES
pronouns. yours, hers, his, its, theirs.
Read/play back a passage with
e.g: This book is mine and that possessive and reflexive pronouns.
Possessive, Reflexive and is yours.
Relative pronouns Point out their forms, drawing special
attention to singular and plural forms.
(Refer to content).
Note: use drills to reinforce the use of

pronouns
2.3.2 use possessive and reflexive Reflexive pronouns are used to show Students in pairs/groups write Students identify and
pronouns appropriately in that an action performed by the sentences using the two kinds of classify pronouns in a
speech and in writing. subject (doer) in a sentence refers pronouns. given text as Possessive
back to the subject. e.g. and Reflexive.
Students read out sentences for
i. The girl hurts herself. discussion.
ii . The students praised themselves.
Note: Draw attention to the problem Students use the two
The reflexive pronouns are: of redundancy or ambiguity as types of pronouns in
singular plural in: sentences for discussion.
1st person:
myself ourselves The boy saw the headmaster himself.
2nd person:
yourself yourselves * It is not clear who himself refers to.
3rd Persons: This can be rewritten as:
himself
herself themselves The boy himself saw the headmaster.
itself
Emphatic use of pronouns refers to

the use of a pronoun to emphasise
nouns or ponouns:
e.g.: Esi herself opened the door.
She opened the door herself.

I did the work myself.
He cooked the food himself.

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11

ACTIVITIES
THE SIMPLE 2.4.1 identify the subject and Subject and predicate in simple Revise the simple tenses: Students break sentences
predicate in simple sentences. sentences e.g. Simple Present, Present Continuous into subject and predicate.
SENTENCE:
The pupils/clapped and danced. Simple Past
Subject/Predicate All the pupils/passed the Provide sentences (simple statements)
examination. for analysis.
The Subject is the doer of an Guide pupils to observe that

action, or the thing or person the subject usually comes
about whom a statement is before the verb; what is left of the
made. sentence is the predicate.
e.g.: The girls washed the car.. e.g.: Opoku is reading the book.
subject predicate
The action of washing the car
was performed by the girls. The the subject is the
girls is the subject of the doer/performer of the action in the
sentence. sentence and the predicate says
something about the subject.
What the girls did or what was
said about the girls is the Let students observe that the key word
predicate i.e. washed the car. in the subject is a noun or pronoun, and
the key word in the predicate is the verb
In yes/no questions, the

subject comes after the auxiliary
verb.
e.g. Are you going home?
the subject determines the

number i.e. singular/plural of the
verb e.g
The boy washes the plates.
The girls play football.
2.4.2 construct simple sentences. The most important word in the Students construct simple sentences Students construct
subject is therefore either a noun and underline the subject and predicate sentences with given
or pronoun and in the predicate it in the sentences. subjects.
is the verb.

Page 14
ACTIVITIES
VERB PATTERNS IN 2.5.1 distinguish between transitive Transitive and intransitive verbs. Revise simple sentences. Students copy given
and intransitive use of verbs sentences and indicate
SIMPLE SENTENCES
Transitive verbs take objects. The Guide pupils to break sentences into whether the verbs in them
transitive verb connects the subject and predicate. are transitive or
Transitive/Intransitive action (verb) of the subject to the intransitive.
verbs object. e.g.: The boys like cooking.
e.g. The boy scored a goal. Introduce transitive and intransitive

Subj vt obj verbs using appropriate sentences (Ref.
content)
Intransitive verbs do not take
objects. Demonstrate the use of transitive verbs
using appropriate sentences (Refer to
They refer to the subject of the content)
sentence.
e.g. He fell down.

She smiled.
With intransitive verbs, only the Help pupils to make up sentences using
action of the doer is indicated. transitive and intransitive verbs.
The action does not move to or
affect another person or thing.
2.5.2. use transitive and intransitive Note: Some verbs can be used Students to make up sentences using Students use given verbs
verbs appropriately in speech either transitively or intransitively. the same verb both transitively and transitively and
and in writing. e.g. intransitively. intransitively in sentences.
He drives fast (I)

He drives his car fast (T)

Page 15
ACTIVITIES
The student will be able to: For example
UNIT 5 (CONT’D)
Trans.V. Intrans. Verbs. Assist students to use verbs which can
VERB PATTERNS IN be used both transitively and
avoid, blame ache, happen intransitively in sentences and indicate
SIMPLE SENTENCES
believe, buy arrive, laugh whether the verb has been used
carry, catch cry, occur transitively or intransitively.
Transitive/Intransitive Verbs fill, plant die, rise
wear, waste disappear, shine
build, cut fall, wait
receive swim, wait
Others can be used both

transitively and intransitively.
e.g.
call, drive, count, draw, escape,
run, stand, study, win, sing, sell.
e.g. Naki sings (intransitive)

Naki sings gospel songs
(transitive)

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ACTIVITIES
SUBJECT-VERB
2.6.1 identify the subject of Subjects and verbs and the Revise simple sentences (subject and Students complete given
AGREEMENT
sentences and the forms of the correct form of verbs. predicate). sentences with
verbs that go with them and use appropriate verbs.
them appropriately orally and in e.g. The student walks to school. Students identify subjects and verbs in
writing . s v sentences.
The women are asleep. In pairs/groups, pupils
s v Draw students‟ attention to the construct sentences in
The man in the green shirt is relationship between subject and the which subjects and verbs
S v verb in each sentence. (Refer content). agree.
my father
Examples of subject/verb Guide students to note that the verb Give multiple choice
agreement: must agree with the subject in number exercises and discuss the
The boy always comes as in the examples in the content. answers
to school.
(Singular)
My friends visit me on A singular subject goes with a singular

Sundays. (Plural) verb. A plural subject goes with a plural
verb. (Refer sentences above).

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ACTIVITIES
ADVERBS 2.71 identify adverbs in speech and in Description of Adverbs Let students observe several adverbs
writing. - Adverbs modify/talk about used in context
verbs.
Assist students to form adverbs from Students identify Adverb
- Many adverbs derived from adjectives and use the adverbs in in texts,.
adjectives have - ly endings sentences.
e.g. e.g. She sang beautifully.
quick - quickly The boy read the book silently.
bright - brightly Kwamena shouted loudly.
2.7.2 use adverbs appropriately in Note: “Friendly” in the sentence Guide students to identify various types Students do oral/written
sentences. below is an adjective not an of adverbs by answering questions. work involving answering
adverb: questions on How, When,
The teacher is friendly. Where?
When - for time adverbs
Types of Adverbs e.g. When did you go? Students use appropriate
- There are different types of Yesterday. adverbs to fill in blank
adverbs. spaces in texts.
Where - for place adverbs
Some adverbs are time adverbs e.g. Where did you leave the book? Students identify adverbs
e.g. morning, yesterday, often, Here of place, manner and time
usually, etc. in a given passage and
How - for manner adverbs indicate the verbs they
Some are place adverbs. e.g. e.g. How did he drive? modify.
here, there, everywhere, Fast
somewhere, etc.
Some are manner adverbs e.g. Provide a suitable text/passage for Students write sentences
gracefully, fast, beautifully, etc. students to identify and explain how with adverbs of time, place
adverbs have been used to indicate and manner.
time, manner and place.

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ACTIVITIES
UNIT 8
PRIMARY AUXILIARIES
2.8.1 identify primary auxiliaries and Primary auxiliaries: be, have, do, Introduce the primary auxiliaries;
use them appropriately in and their tense forms. Illustrate and discuss the forms they
speech and in writing . be:- is, was, were, are, am, take. (Refer content)
being, been, etc.
Students write sentences using the
have:- has, have, had primary auxiliaries in various forms.
e.g.
do:- do, does, did She is sleeping.
The boys have done the work.
Primary auxiliaries change form We do not know the man.
to agree with person, e.g.
I have eaten. Draw attention to the problem that some
She has eaten. people have using the correct form of
the auxiliary to agree with the subject.
Primary auxiliaries show contrast
e.g. Ama likes snails, but Kofi
does not.
Yaw and Esi like crabs, Sena and
Fati do not.
Explain the use of been and being in Students complete blanks
* Primary auxiliaries help verbs context. with the appropriate
express various tense forms: auxiliary forms in given
e.g. Fati has done her The house is being painted. (in texts e.g.
homework. (Present Perfect) progress) The workers were .... paid
when I arrived
Fati has been doing her home The house has just been painted. (just (been/being)
work. (Present Perfect completed)
Continuous) Before you arrived they
had ..... (being/been) paid.
Fati had been doing her home
Work when her mother arrived.
Past Perfect Continuous)

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ACTIVITIES
ACTIVE AND PASSIVE 2.9.1 distinguish between the Active and Passive Forms of Revise simple sentences using several Students identify active
active and passive forms of Sentences. examples.. sentences and passive
SENTENCES
sentences. sentences in texts
Introduce active and passive sentence
Active Sentences emphasize forms. Students make sentences
the subject of the sentence by in both the active and
putting the subject before the passive forms.
verb e.g.,
Kwame fed the dog.
Passive sentences emphasize

the object of the sentences by
placing the object before the
verb.
e.g. The dog was fed by

Kwame.

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ACTIVITIES
ACTIVE AND PASSIVE The position of the subject and Point out and explain the differences
object changes when a sentence (Refer to content)
SENTENCES
is changed from the active to the
passive form. Students in pairs, one to give a sentence Write active sentences
in active form, the other to change the and change them to
Active sentence to passive form. passive forms.
e.g. s v obj.
Active: Araba won the Best
Student Award.
Passive:
subj. v
The Best Student Award was
won by Araba
obj
2.9.2 use active and passive forms Appropriate use of active and Students change sentences in the active Change given sentences
of sentences appropriately in passive forms of sentences in voice provided by teacher into passive from active to passive and
speech and in writing. speech and in writing. voice. vice versa
e.g.
- Active
The boy wrote the poem.
- Passive
-The poem was written by the
boy.
- Active
. The girl has taken the
book.
- Passive
The book has been taken
by the girl.

Page 21
JHS 1
SECTION 3
READING
read, understand and derive information from texts of varied nature

ACTIVITIES
UNIT 1
3.1.1 read fluently with appropriate Fluent Reading: Model reading (select texts from variety of Students read given texts
FLUENT READING: rise and fall of the voice. Read using correct intonation, sources e.g. textbook, newspapers, journals, with voice modulation
accent stress and pause. literary texts etc.)
Reading aloud Students read texts aloud with correct voice
modulation in pairs and in groups.
Students practise reading sense groups/

phrases.
3.1.2 read sense groups/phrases Teacher and students note and comment on
at a time. errors e.g. wrong pronunciation, wrong
stress, lack of rhythmic variation
Reading is repeated and students try to

correct errors.
UNIT 2
3.2.1 read given texts Fast Reading: Discuss the fact that sometimes a text is read Test reading speed.
READING SILENTLY within given time limits Skimming and scanning a text fast to obtain general information e.g. what a
for specific and general with focus on specific words text is about; and at other times we read for Students answer
Fast Reading: information. and main ideas. specific details e.g. a date, names of people questions based on text
and places. read.
Scanning a paragraph for Students read a given text within a given time
specific information e.g. names, and answer questions to find out if they have
dates, figures understood the text
Discuss students reading problems (e.g.

unfamiliar vocabulary, lisping,
disabilities/eyesight) etc,
Page 22
ACTIVITIES

Let students:
READING 3.3.1 read silently and answer Pre-reading questions:
comprehension questions on -meaning of vocabulary in - predict the content of the text to be Students write answers to
COMPREHENSION
text/passage read content of passage read based on the title and questions based on text
-factual and inferential accompanying pictures
statements Students use vocabulary
Silent Reading - predictions of what could - skim the text for general meaning. discussed to form
happen next in the passage sentences.
- appreciative/speculative -discuss the content of the text as well
questions as vocabulary and expressions
- Author‟s purpose
- Author‟s line of argument - read text silently and answer
- Explanation of figurative comprehension questions (See
expressions in context content)
- distinguishing between logical
and illogical statements in
passage
- Conclusions of the text/passage
Summary Writing
3.3.2 write a summary of one Making summaries; Guide students to give brief oral Students to summarize
paragraph. Identify the key issues. summaries of stories read. short passages.
List issues in logical order before
you start to write the summary. Guide students on the basic rules for
Use fewer words than are writing /making a summary
contained in the original passage.
Individual work: Students to write a
summary of one or two paragraphs of
- about 10 lines total of a passage read

Page 23
JHS 1
SECTION 4
WRITING
1. generate and organise ideas logically.
2. communicate ideas fluently and effectively through writing.
ACTIVITIES
UNIT 1
4.1.1 complete given sentences Further Work On: Students construct sentences using Students construct
CONSOLIDATION appropriately. Constructing sentences of structures and vocabulary that they sentences from a given
varying lengths and complexity already know. substitution table.
WORK
4.1.2 construct different types of from substitution tables.
sentences using structures they Vary the sentence completion exercises Students complete given
Constructing and have studied. using the initial, medial and end sentences.
Arranging Sentences Language use: position techniques e.g
4.1.3. write short compositions based on Focus on concord, tense forms, - … is my favourite meal.
given outlines. correct use of pronouns. -My favourite meal is…
(The sentences to be completed should

be topical and should together make up
a clear composition piece.)
Check sentences completed for correct

use of upper case and lower case
letters, full stop and comma.
Punctuation 4.1.4 write complex sentences using the Completing sentences using Provide sentences in which commas
comma and full stop appropriately. punctuation marks and upper and full stops have been omitted for
case letters appropriately. pupils to insert them.
Writing complex sentences using Students give examples of sentences

commas and full stops. using the possessive e.g.
4.1.5 write sentences accurately using Writing sentences using the John‟s book is in the cupboard. Students add apostrophe
the apostrophe, apostrophe. „s‟ to nouns in sentences
in which it has been
omitted.

Page 24
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
OBJECTIVES ACTIVITIES
The student will be able
UNIT 2 to:
Correcting faulty and Students bring to class notices, posters,
CORRECTING FAULTY 4.2.1 identify errors in ungrammatical sentences, and newspapers,
sentences and faulty use of punctuation marks.
AND UNGRAMMATICAL
rewrite the Give students written texts and guide them to
SENTENCES. sentences correctly. e.g. Faulty correct errors in the texts
- tenses
- concord Students read selections from the notice, Students correct faulty and
- punctuation: posters etc. and indicate the faulty and ungrammatical sentences in a
- comma ungrammatical sentences in them. piece of writing.
- full stop
- question mark Students correct ungrammatical sentences and Students copy unpunctuated
- apostrophe faulty punctuation marks in exercises and other passages inserting the
- use of capital letters sources e.g. notices etc. appropriate punctuation marks.
Students arrange jumbled sentences into logical

UNIT 3 order of ideas.
PARAGRAPH AND 4.3.1 write sentences on Writing short sentences on given Each member of a pair/group writes a sentence Students compose paragraphs
PARAGRAPHING a given topic. topics. on a central topic. on given topics in class.
Guide pupils to analyse the
4.3.2 arrange mixed up Re-arranging sentences in a logical Each pair/group to use connectives e.g. and, paragraphs.
ideas and events order. but, so, however, therefore, also, etc. and
in a logical order. referrals, to join the re-arranged sentences to Students arrange a group of
make a paragraph/paragraphs. mixed up sentences to make a
4.3.3 write short Writing paragraphs from outlines logical paragraph.
paragraphs on and supplying links within the
given topics using paragraph. Each student writes a
connectives and composition of more than 4
referrals. paragraphs on a given topic.
4.3.4 combine Organising paragraphs into full Provide an outline of a story for pupils to write a Students should write short
paragraphs into composition pieces by supplying paragraph supplying the links in the paragraph. paragraphs and combine them
full composition. links. into compositions.
Students arrange paragraphs into full
composition pieces providing links between
paragraphs e.g. in the first place/firstly,
however, secondly, finally, etc.
Students write compositions made up of

paragraphs using connectives, referrals and
linking words.

Page 25
ACTIVITIES
UNIT 4
4.4.1 narrate incidents/events Narrating everyday incidents/events in Students narrate and discuss Students write a narrative
NARRATIVE: in speech and in writing. the school/home. incidents/events in the school/home e.g. on incidents/events that
sporting events, cultural festivals/other have taken place in school
Focus on Grammar activities. or at home.
Narrating everyday - use of the past tense
incidents - use of adjectives and adverbs In pairs, students pick out important
- correct punctuation points/ideas in the narrative and write
e.g the comma, full stop them down.
- correct use of capital letters
Students arrange points/ideas in a
logical order in paragraphs, working in
pairs.
Students link paragraphs together into a

full written composition using linking
words.
Reproducing Stories 4.4.2 reproduce stories in Re-tell/write stories heard/read in Teacher/students tell stories (folktales, Students write a story
writing. school/at home e.g. folk tales, myths, myths, legends) read/heard in school/at heard/read.
legends and other stories. home.
Students discuss the stories in groups.
Students write one of the stories

heard/read.
UNIT 5
WRITING 4.5.1 write descriptions of Descriptions of people and animals. Students identify persons they like and Select the best written
DESCRIPTIONS: people and animals. write about them, giving distinctive descriptions and read in
People: name, age, height, features and reasons why they like class. Class to comment
People and Animals complexion, stature, habits, special them. on errors noticed and the
characteristics e.g. beauty, deformities, good points in the
sociability, etc. Students identify animals they like and descriptions read.
write about them, giving features and
Animals: Type e.g. dog, cat, lion; reasons why they like the animals.
habitat e.g. (domestic/wild).
Characteristics: e.g.
herbivore/carnivore, friendly/neat/dirty,
etc.

Page 26
ACTIVITIES
UNIT 6
4.6.1 write descriptions of events, Writing descriptions of events Students identify some events, places Students write
WRITING places and processes. and places. and processes. descriptions of a particular
event/place.
DESCRIPTIONS:
Events: festivals, naming, In pairs/groups, students talk about the
initiation rites sports/games, events, places and processes selected.
Events, Places and accidents, etc.
Processes Places: A castle, fort, the chief‟s Groups read their work to class.
palace, lakes, falls, stream or
river, mountains, rocks, schools, Make a summary of points and
etc. appropriate vocabulary.
Processes: Soap making,
accessing the internet, oil Students write a description of particular
processing. events/places giving distinctive features.
Points of descriptions:
Location, specific items of
interest, impressions.
NOTE: Compositions should

have
i Heading or title ii Introduction
iii The body iv Conclusion.
Grammar Focus
UNIT 7 Simple Present and Past Tense
forms, use of adjectives, adverbs
WRITING FRIENDLY 4.7.1 write a letter to a friend. Parts of a friendly letter i.e. Revise parts/layout and other Students write individual
LETTERS Formal features: address, date, characteristics of a friendly letter. friendly letters on
salutation, subscription, etc. first issues/topics that interest
name, arrangement of content .in Discuss issues/topics for friendly letters them.
paragraph i.e. visits, occasions, plans/programmes,
requests, general issues, etc.
Focus on Grammar
Check tenses, past future. Discuss and give examples of
Ensure that the tense forms to be arrangement of content.
used conform with the demands
of the topic. Students write friendly letters.
Students read out samples of friendly

letters they have written.

Page 27
ACTIVITIES
UNIT 7(CONT’D)
4.7.2 write appropriate replies to Writing suitable replies to friendly Class discusses the important Students write replies to
WRITING FRIENDLY friendly letters. letters. issues/topics in replying to letters. (real/contrived) friendly
letters.
LETTERS
Check for tenses: Point out and explain use of language in
Present, past, future etc. replying to letters.
Ensure that the tense form to be
used conforms to the demands of Class to select a letter and discuss the
the topic. points which the reply should address.
In pairs, pupils write replies to letters for

discussion.
UNIT 8
4.8.1 write a summary of one Making summaries; Guide students to give brief oral
GUIDED SUMMARY paragraph for a short passage. Identify the key issues. summaries of stories read.
WRITING List issues in logical order before
you start to write the summary. Guide students on the basic rules for
Use fewer words than are writing /making a summary.
contained in the original passage.
4.8.2 write summaries of Summarising books read using Provide a passage for pupils to Students write summaries
books read. structured format (Refer Section summarise. of books read.
5, Literature/Library).

Page 28
ACTIVITIES
ADVERTISEMENTS
4.9.1 write clear and convincing Writing advertisements for simple Students bring advertisements in
advertisements. items: eggs, chicken, fish, books newspapers etc. for discussion. Point
etc. out the significant features of adverbs
to students.
NOTE:
Check for appropriate use of Students to write adverts for sale of Students write adverts for
tenses, adverbs, adjectives, etc. fish, chicken, etc. other simple items.
NOTE:
Instead of writing “Fish is sold here”,
students to adopt the simple style “Fish
Sold Here”; “Chicken, Sold Here”.
„Chairs for Hire”
Students to note the use of upper case
letters to begin each word in simple
and short adverts.
UNIT 10
DICTATION
4.10.1 write dictated passage Students at this level should be Dictate paragraph from reading text. Mark students‟ work and give
accurately made to write texts that are feedback
unfamiliar. No prior reading of text
by students is required. Guide students to do peer editing
Select suitable text for students‟

level e.g., paragraphs from
reading text; literature books;
magazines, newspapers etc
Dictation should be a paragraph or

two of 10 lines

Page 29
JHS 1
SECTION 5
LITERATURE
1. develop the love for reading
2. appreciate oral and written literature
3. appreciate the use of literary techniques developed for creative writing
4. develop the skills of creative writing
ACTIVITIES
UNIT 1
5.1.1 identify features that Folktales, myths and legends Teacher reads, tells or plays recorded
PROSE: distinguish the types of oral materials on popular folktales, myths
narratives: folktales, myths and Identifying the features that and legends as children listen.
legends. distinguish the types:
ORAL NARRATIVES folktales - i.e. stories about Invite students to contribute by telling
human and non-human folktales, myths and legends they know.
entities which give a moral
lesson e.g. Ananse stories. Guide students to identify features of Students listen to and tell
folktales, myths and legends, the whether a text is a folktale,
myths - i.e. stories which
characters and the roles each of them myth or legend.
involve super-natural beings
plays in a society etc.
and which help to explain
unnatural events.
Legends - i.e. stories which
involve the achievement of
heroic figures, e.g. Okomfo Discuss values in the narratives.
Anokye, Yaa Asantewaa,
King Tackie Tawiah I, Togbe
Wenya, Naa Gbewaa, Achilles.
NB Teacher can also include local

heroic figures in the lesson
5.1.2 write simple folktales, myths Writing simple folktales, myths and Groups write simple folktales, myths and Students write simple
and legends they have heard. legends using features identified. legends bearing in mind features that accounts of folktales,
distinguish each of them. myths and legends they
Note: Encourage pupils to collect the have heard.
oral narratives from home.

Page 30
ACTIVITIES
PROSE: 5.1.3 evaluate the significance of Significance of folktales, myths Discuss/evaluate folktales, myths and Students write short
folktales, myths and legends. and legends. legends to bring out their significance. paragraphs on the
significance of any
folktales, myths and
legends.
Written Narratives 5.1.4 read simple narratives and Student should be encouraged to Discuss the book chapter by chapter. Students to identify literary
respond to them appropriately. read the prescribed text. - Help students to identify devices in context.
literacy devices.
UNIT 2 5.2.1 read poems aloud paying Reading/listening to traditional Guide pupils to read aloud/listen to Students perform types of
attention to the rhythmic African poems e.g. dirges, poems, paying attention to rhythm and traditional African poems.
POETRY: variations. lullaby, war, praise and work other sound effects.
songs.
TRADITIONAL AFRICAN 5.2.2 distinguish types of poetry by
POETRY. function i.e. dirges, lullaby, work Functions of types of poetry. Students distinguish functions of the Students distinguish types
songs, war and praise songs. poems in pairs/groups. of African Traditional
Discuss the meaning of the poems. poems and determine
5.2.3 state the cultural and social their functions.
significance of the poems. Cultural and social significance of Discuss the cultural and social
poems. significance of the poems. Students compose poems
illustrating values e.g. love
UNIT 3 Reading/listening to texts. for neighbour, respect for
Listen to texts delivered orally or read property, diligence. etc.
DRAMA: out.
5.3.1 read/listen to texts paying Types of drama according to
TRADITIONAL DRAMA attention to their delivery. social functions: Determine in groups/pairs, types of
drama according to their social Students in groups
5.3.2 distinguish types of traditional Outdooring, Puberty rites, functions. discuss social/cultural
drama according to their social Marriages, Festivals and significance of drama.
functions. Enstoolment/Enskinment.
Cultural and social significance of

5.3.3 determine cultural/social drama. Guide students to determine social
Significance of drama. values/significance in the texts linking up Students write accounts of
Acting/performing drama. with cultural/social functions. traditional celebrations.
5.3.4 act/perform drama. Explaining terms used in drama, In groups students perform selected
e.g. setting, audience, character. texts.
Language use
5.3.5 explain terms used in the drama Emphasise the use of the Simple Guide students to explain terms used
e.g. setting, audience, character Present tense forms. e.g. setting, audience, character. Students perform play
based on text.

Page 31
LIBRARY
1. General Objectives: Students will:
i. develop the love for reading;
ii. develop interest in, and acquire the habit of reading for pleasure and for academic purposes;
iii. read for information on various topics.
iv. read a minimum of 9 story books by the end of the year.
2. Specific Objectives: Students will:
i. read at least 9 story books;
ii. express their views on stories read and the characters in them;
iii. discuss and write about books read.
3. General Guidelines on Library Work:
(a) Introduce students to books/library.
(b) Teachers should introduce pupils to books with special emphasis on handling and care.
(c) Students should also be educated on library rules, such as borrowing procedures.

Page 32
I. Starting The Class/School Library
A library could be a room full of books or a simple collection of books neatly arranged in cartons or boxes and available for pupils to read.
Teachers can start a class/school library with scrap-books made by teachers and pupils. Such books should be made with brightly coloured pictures and drawings. Every school
should, therefore, be able to start a simple class/school library. Textbooks that are no longer in use and other discarded books could be used to begin a class/school library.
II. Equipping A Class/School Library
Books for the library could be obtained from other sources like:
The Ghana Education Service (GES).
The Ghana National Association of Teachers (GNAT).
The District Assemblies.
The School Management Committees.
Past Students.
Churches and Other Organisations.
Philanthropists.
Ghana Library Board.
Ghana Book Trust.
and Non-Governmental Organisations (NGOs) such as:
World Vision.
Plan International.
Save the Children Fund.
The Rotary Club.
Valco Fund.
European Economic Community.
Friedrich Ebert Foundation.
Friedrich Nauman Foundation.
Zonta International.
ADRA.
UNICEF/UNESCO, etc.
III Maintaining The Class/School Library
Teachers must ensure that books in the library are properly kept and maintained. Books that get torn or damaged must be mended promptly. Teachers must also ensure that books do
not get lost and pupils must be tasked to prevent thefts.

Page 33
IV Generating Interest in Reading
Minimum Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the JHS student to read is to make suitable reading materials available, and set
minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is expected that given the necessary encouragement many student will exceed the
target.
Teachers should use various other approaches to generate interest in library reading including the following:
i. making sure children see them reading library and other books;
ii. giving gists of books read and recommending them to pupils,
iii. retelling stories read to class.
iv. giving time for pupils to tell stories read to the class; dramatize part of books read.
v. dramatizing parts of books (stories) read by pupils; writing short stories.
vi. giving prizes to pupils who read a lot of books and to those who make remarkable progress in library reading.
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests and tasks.
V Checking on Pupils Reading

Teachers should introduce measures to check on pupils‟. One way is to introduce a library reading sheet as shown on the next page.
Title:....................................................................... Author:............................................................. Nationality:..................................................................
Publisher:.............................................................................................................. Year of Publication:................................................................
Literary Type:........................................................................................................ No. of Pages:.........................................................................
Date Started:........................................................................................................ Date Completed:...................................................................
Main Characters and Others:..............................................................................................................................................................................................
……………………………………………………………………………………………………………………………………………
Summary/Gist of Text:
The part I like best/don‟t like and reasons:
Note:
The teacher should discuss the books read by the children using this format:
This is to check on whether they have read the books or not.

Page 34
JHS 2
SECTION 1
1. develop confidence and skills` in listening and speaking.

2. increase the ability to express him/herself with good stress and intonation.
ACTIVITIES

Vowels and consonants Revise vowels and consonants (Refer to Pronunciation exercises
REVISION: 1.1.1 articulate vowels and consonants JHS1, Sect. 1, Units 1-3) on vowels and
correctly Problem vowels and consonants. consonants.
VOWELS AND Vowels
CONSONANTS Vowel length
1.1.2 articulate problem vowels and e.g. / i / and /i:/ as in Guide students to distinguish differences In pairs/groups, students
consonants correctly. fit /fit / and feet /fi:t/ in vowel quality and practise making the pronounce problem
/æ/ and /a:/ as in correct sounds. (Refer to content). vowels, consonants and
cat /kæt/ and cart /ka:t/ consonant clusters in
/ / and / :/ utterances.
as in pot /p t/ and port/p :tl
/ ℧ / and /u:/ as in
pull /pul/ and pool /pul/
vowels before and after/m,n,/ Students pronounce vowels that come

1.1.3 Identify words that contain e.g. yam/jæm/ and not /yem/ before or after the nasals (/m,n,ŋ /) In pairs/groups, students
problem vowels and consonants without nasalising them. identify words that contain
Consonants problem vowels and
Substitution of a voiced Isolate peculiar words and drill students consonants.
consonant for a voiceless in the correct pronunciation of consonant
consonant. segments and clusters. (Refer to
content).

Page 35
ACTIVITIES
UNIT 1 (CONT’D)) The student will be able to:

e.g. buckle - / bΛk l / and not
REVISION: /bΛgl/
taxi - /tæ ksi/ and not

VOWELS AND tægzi/
CONSONANTS
answer - /a:nsә /and not
/a: nzæ/
Mispronunciation of consonant
clusters.
e.g. /pr/and/pl/as in
pray/prei/and play/plei/
/gr/and/gl/as in
grass/gra:s/
and glass/gla:s/
1.1.4 identify words that contain silent Silent letters In pairs/groups students identify words
letters at initial, medial and final i. Initial letters not pronounced: that contain silent letters at initial,
positions. pneumonia, knee, knife, medial and final positions and
hour, honest pronounce them correctly.
ii. Medial letters not pronounced:

- e.g. half, could, should, castle,
whistle
iii. Final letter not pronounced:
comb, thumb, bomb, lamb.

Page 36
ACTIVITIES
DIPHTHONGS Pronouncing the diphthongs Note: Use other local tongue twisters. Students pronounce some
1.2.1 pronounce the diphthongs correctly in words and in context Students must be introduced to the use words in which there are
correctly in words and in of the dictionary to help in pronunciation. diphthongs.
/ei/ date /deit/ sentences.
/әu/ home /hәum/ Provide model pronunciation or use Students read a given text
/ai/ high /hai/ tape/cassette recorders/internet. and give correct
/au/ how /hau/ Differences between diphthongs pronunciation of
/ i/ toy /t i/ 1.3.2 distinguish between diphthongs and pure vowel sounds. Put sounds in context. diphthongs and pure
/Іә / here /hiә/ and pure vowel sounds /ei/ as in game, say, late vowel sounds.
/eә/ air /e ә/ / әu/ as in home, so, go Guide students to distinguish diphthong
/ai/ as in buy, try, fly quality from pure vowel quality sounds.
/υr/ sure / uә/
/au/ as in out, owl, bow e.g. /ei/ as in game from /e/ as in gem.
/ i:/ as in boy, oil, toy
/eә / as in air, hair, fair /eә/ as in air, /e/ as in bet.
/ iә/ as in ear, year, hear, near
/uә:/ as in tour, poor
UNIT 3
Students break polysyllabic words into Students provide the
Identifying syllable(s) in a word
1.3.1 identify syllables and syllables. (Note that the vowel usually correct pronunciation of
THE SYLLABLE AND e.g.
pronounce words with determines the syllable breaks) e.g. words in a list of
WORD STRESS come, /
correct stress. pa/ra/dise, po/si/tive, re/gis/ter, etc. utterances.
/um/bre/lla/
to/tal/
/hos/pi/tal/
in/tro/duc/tion/

Page 37
ACTIVITIES
UNIT 3 (CONT’D) The student will be able to: Teacher plays/reads a passage with correct
stress.
THE SYLLABLE AND
Pronouncing words with correct Students practise pronouncing words
WORD STRESS
stress as in. examples of which are listed under content
„ with correct stress.
„doorhan‟dle
„chalkboard
„ background
„ headmas‟ter
„archbishop
Verbs ending in - ate
e.g. „elevate
e‟valuate, Students practise pronouncing words that end
„dominate, in „ate‟.
do‟nate, etc.
Students to list common verbs that end in
„ate‟.
1.3.2 identify change in stress as Change in stress of identical Students practise pronouncing identical words
identical words change words that change their that change their grammatical functions
their grammatical functions. grammatical functions. correctly. (Refer to Content).
e.g.
Noun Verb Teacher drills students in correct
„ import im‟port pronunciation of one to four syllable words in
„ export ex‟port which the function correctly changes.
„ upset up‟set
„ produce pro‟duce
„ comment co‟mment

Page 38
ACTIVITIES

UNIT 4
1.4.1 identify the two basic tunes. The two basic tunes: Guide students to identify the two basic Students make sentences
tunes 1 and 2 using lines to indicate the (oral) using the
INTONATION tunes. appropriate intonation.
1.4.2 recognize changes in meaning Tune 1: Falling Intonation Tune 1: e.g. Ama is my little girl. Students read out
produced by each of the two sentences using
tunes. Tune 2: Rising Intonation Tune 2: Is Ama my little girl? appropriate intonation.
Tune 1
Used in
i. Statements e.g. I came.

She can buy it.
ii. Commands, e.g. Get out.
Stop doing that.

Page 39
.UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
UNIT 4 (CONT’D) The student will be able to: i. Questions beginning with who, what , how,
why etc. e.g. Students practise giving sentences,
INTONATION 1.4.3 use tunes commands, questions and exclamations
appropriately Who did it? to show the differences between the two
in speech. tunes.
When did you come?
ii. Exclamations e.g.

How beautiful!
What an exciting day!
In pairs/groups, students use the two

tunes to ask questions and make
statements.
Tune 2
Used in Provide words and assists students to
iii. Questions: Can she do the break words into syllables.
work? Do you live here? Assist students to pronounce syllables
with correct stress.
iv. Questions demanding Yes/No e.g. Will

you come?
You can‟t come?
You‟re coming?
NOTE: The last 2 questions are usually

spoken but not written.

Page 40
ACTIVITIES

Conversation about people and Describe an important personality in the Students describe orally
CONVERSATION 1.5.1 talk about/describe people and objects: e.g. personalities, city/town/village people and objects they
objects. missing people, missing objects, Through discussion, guide students to know.
missing articles talk about personalities e.g. District
Chief Executive, the chief, a missing
child, the assembly member, the best
sportsman in the town/village etc.
Students individually talk about festivals
1.5.2 talk about/describe occasions Independence Day Anniversary, in their localities (or about other topics in
and festivals with correct stress other festivals; A day in school; content)
and intonation. An event in their community etc. Class to ask questions as the
presentation goes on.
(Check stress and intonation and other
errors)
1.5.3 give accurate directions. Giving directions using distance Guide students to give directions using In pairs, students give
e.g., hundred metres away, five- the following examples: from the school directions to be carried out
minute drive, thirty-minute walk, to the market; from the school to the in or around the school.
after the third junction, at the post office etc., using the expressions in
corner of the street etc. the content (e.g. fifty metres away). Students paste their
Students draw the direction from their drawings on the board etc.
Using arrows and landmarks to school to the market, or post office, for inspection by class.
draw directions. using landmarks and directional arrows.
1.5.4 engage in active debate on a Select motions for debate: Guide students to follow the format for Students participate in
suitable topic. debate: debates on simple
motions.
-Government should allow people Two groups of speakers for and against
to cut wood for charcoal the motion. Three students in each
-It is important to learn a trade group. Five students to form a panel of
after leaving school judges.
-it pays to be hardworking
Suggest other topics for debate. Speakers from each group are given
e.g. Environmental Issues, about 2 minutes; the leader 3 minutes.
Educational Issues. At the end of the debate, the leader
sums up his/her group‟s points.
Language use: Contributions from the audience
Check tenses, rhetorical (students) for or against the motion
questions, simple and compound should be encouraged. Allow 5-10
sentences quotations, describing minutes for this. Leader of the panel of
words: adjectives and adverbs. judges to sum up and declare the
winner.

Page 41
JHS 2
SECTION 2
GRAMMAR
use grammatical structures/forms accurately in speech and in writing.

ACTIVITIES
COLLECTIVE NOUNS 2.1.1 identify collective nouns in Collective nouns: These are words or Assist students to learn collective nouns
context nouns used to define groups of items, associated with different items as
or many items found together. indicated in content.
Examples are as follows:
a shoal of fish
a herd of cattle
a bunch of bananas
a gang
a bevy of ladies Guide students to form sentences using Students complete
a bouquet of flowers collective nouns. sentences using
a congregation appropriate collective
an army nouns.
executive

Page 42
ACTIVITIES
AUXILIARY VERBS
2.2.1 identify modals and their Modal verbs help to express the Provide sentences containing modals Students in pairs/groups
Modals various uses in context. following: and guides students to identify the use auxiliaries in making
modals sentences.
- can Ability e.g. She can swim.
- may Produce a list of the modal auxiliaries. Students identify
- need to Necessity: We must finish the Note their peculiarities and discuss auxiliaries in given
- ought to work by 10.00 a.m. given examples. sentences and state their
- will You need to tell the truth at all respective functions:
- need times. Students give examples of sentences e.g. Adjoa can play the
with auxiliaries and show the type of piano (ability).
- would Probability: It may rain today. auxiliary used i.e. ability, necessity,
We may win the match. probability or obligation.
Obligation: You ought to finish

the work.
She must obtain a visa before
leaving.
Identifying auxiliary verbs in

sentences - e.g.
I can swim.
She will come.

Page 43
ACTIVITIES
UNIT 2 (CONT’D)
AUXILIARY VERBS 2.2.2 use auxiliary verbs Uses of auxiliary verbs. Guide students to practise using modals Students fill in blanks in a
appropriately in speech and in in speech; expressing ability, probability, given passage with the
writing. Modals may also be used to necessity and obligation. appropriate forms of the
express: modals.
NOTE:
Polite requests:- Draw particular attention to the tense Students write sentences
May I see you for a minute? forms and their uses: using modals
Can I borrow your pen? can - could
may - might
Permission: will - would, etc.
You may use my pen.
You may sit down.
Revise previous lesson taught on the
Absence of obligation: uses of modals (ability, necessity,
You needn‟t run so fast. probability, obligation).
Introduce and illustrate some more

Impossibility: auxiliary verbs. (Refer to Content).
Abiba can‟t see me this
evening. Students individually use auxiliaries for
polite requests, permission, absence of
NOTE: Treat only two of the modal obligation and volition.
auxiliaries at a time
Guide students in pairs to write short
dialogues using the modals.
Students read their dialogues to class

for discussion.
Draw attention to and explain need to as

a modal:
You need to study hard.

You need to listen attentively.
Guide students on the use of contracted Students use contracted

forms in modals. forms of auxiliaries in
e.g. You needn‟t go to the market. making sentences.
Students provide more examples.

Page 44
ACTIVITIES
UNIT 3 The pupil will be able to:
VERB TENSE FORMS: 2.3.1 identify the past Past Perfect: had + Past Participle Write some examples of the Past Pupils identify the past
perfect and the Perfect Tense. perfect and past perfect
Past Perfect past perfect Past Perfect Continuous Tense is e.g. I had gone to school when my sister continuous in
Past Perfect Continuous continuous. formed with had + been + ing arrived sentences/texts.
form Ato had left the classroom when the Pupils change sentences
teacher came. from Past Perfect to Past
2.3.2distinguish the Past Perfect Continuous.
Perfect tense from the Past Pupils give more examples of sentences
Perfect Continuous. with the past perfect tense.
2.3.3 use the Past Perfect Using the Past Perfect Continuous Introduce the Past Perfect Continuous Pupils complete
Continuous Tense form Tense form correctly. Tense Form. (Refer content) sentences using the
correctly It is used to express an action appropriate verb forms.
which took place over a certain e.g. I had been sleeping.
period in the past.
It is the same form for all persons You had been working
e.g.
Guide pupils to form similar sentences
I sleepingusing a substitution table.
You running
He/she/it had studyingExplain and illustrate the fact that the Pupils form sentences
We been walkingtense form is the same for all persons. using Past perfect
You reading(Refer content). Continuous Tense.
They working
eating Pupils practise using the Past Perfect
dancingContinuous Tense in given sentences.

Page 45
ACTIVITIES
VERB TENSE FORMS: 2. 3.3 express future time The future may be expressed in Revise uses of the simple present tense. In pairs/groups, students
appropriately in speech and in various ways: do oral exercises involving
writing. Three of them are: Tell/read/play back what someone intends the three ways of
i. .Using „shall‟ or „will‟ to do in future. Help students to identify expressing the future.
Simple Future the auxiliary verbs shall and will which are
e.g. I shall see you soon. used to form future tense. Students write sentences
He will be here by noon. and state the form in
which the is expressed.
Students give examples of future simple e.g. We start our vacation
ii. Using the -ing form of the sentences using „shall‟ and „will‟. on Monday (Simple
verb. Present).
e.g. She is arriving next week. Discuss and illustrate the other forms of Discuss students‟
I am celebrating my expressing the simple future using the sentences and point out
birthday tomorrow. „ing‟ form of the verb and the Simple and correct errors.
Present Tense.
iii. Using the Simple Present She is leaving for London on Monday.
Tense. We write our final exams next year.
e.g. I leave for home tomorrow.
Kofi goes to Accra this
afternoon.

Page 46
ACTIVITIES

Form sentences using
COMPLEX 2.4.1 identify complex prepositions in Complex prepositions consist of Assist students to revise simple complex prepositions.
sentences. more than one word - in front of, prepositions
PREPOSITIONS
on behalf of, in view of, in spite Fill in blanks with the
of, due to, near to, because of, Play back/read a passage with complex appropriate complex
etc. prepositions. Help students to identify prepositions.
complex prepositions.
e.g: Identify prepositions and
The tree is in front of the house. Guide students to give examples of determine their types from
The prefect spoke on behalf of complex prepositions. a given passage.
the class.
Through examples students learn that
prepositions usually come before
nouns/noun phrases/pronouns.
2.4.2 categorise and determine the Categorising and determining Students note prepositions that express Teacher provides
meaning and uses of complex meaning of complex prepositions: different functions such as place, time, sentences with complex
prepositions. reason, concession. prepositions for students
to categorise the
2.4.3 use complex prepositions in Those that may express place: Students form sentences containing prepositions.
speech and in writing. e.g. near/close to, in front of, complex prepositions that express place,
out of, far from, by the side of, time, reason and concession. Students write own
etc. sentences with some of
the complex prepositions.
Those that may express time:
e.g. in time of, about to, during
the course of, at noon, for one
week, etc.
Those that may express reason:

e.g. due to, because of, on
account of, as a result of, etc.
Those that may express

concession: e.g. in spite of,
apart from etc.
Other complex prepositions are:
by means of , by dint of (hard
work), etc.

Page 47
ACTIVITIES
UNIT 5 The student will be able to: A phrase is a group of words that Provide sentences/passages and
can be represented by one word. shows, with explanation, the phrases in
PHRASES 2.5.1 identify phrases in context. Examples of phrases: the big boy them.
(boy), in the garden (in) very Students make sentences
slowly (slowly, very good indeed Students give examples of phrases in and identify phrases in
(good) must have been dancing given sentences. Students give them.
(dancing) sentences and identify phrases in them.
2.5.2 identify types of phrases in Types of Phrases Guide students to identify types of Students identify types of
context. 1. A Noun Phrase (can phrases in given sentences. Students phrases in sentences
be represented by a give sentences and identify types of
noun/pronoun) phrases (noun, adjective, adverb, verb,
preposition)
e.g. The small boy, Tony and
Paul. The girl in the
green dress
Assist students to realise that the word
ii. A Verb Phrase (can class of the word that can replace the
be represented by a verb) phrase determines the type of phrase
e.g. The tall boy is my friend (boy) noun
eg. Is going, have not been doing, the tall boy – noun phrase
would have selected
Aba is eating rice and stew. (eating)
iii. An Adjective (Adjectival) Phrase
verb is eating – verb phrase.
(can be represented
by an adjective).
Tony is very honest (honest) adjective
e. g. very beautiful, very good very honest – adjective phrase.
indeed, honest enough.
Laryea drives very fast. (fast) adverb,
iv. An Adverb Phrase (can be very fast – adverb phrase.
represented by an
adverb)
e.g. very fast, very slowly indeed, Adamu is in the garden (in) preposition
quickly enough. in the gardens – prepositional phrase
v. Prepositional Phrase (can be Note: Treat only one or two types of
represented by phrases at a time.
a preposition)
eg. on the table, over the bar, at Students write sentences

2.5.3. use phrases appropriately Students give examples of sentences
the beach. and underline the phrases
In speech and in writing. and underline and determine the types
in them.
of phrases in them

Page 48
ACTIVITIES
UNIT 6 2.6.1 identify the various types of Adverbs of manner, place and Revise simple sentences. Students use given
adverbs in context. time. Play back/read a passage with adverbs adverbs in sentences and
ADVERBS: of manner, place and time. Write parts of indicate their type.
Adverbs tell us how, where and the passage on the board and underline
Manner when something happens i.e. the adverbs. E.g. He talks slowly
Place They tell us more about the (Manner).
Time action. Adverbs usually come Introduce adverbs using students‟
after the verb. sentences. She danced here
(Place).
e.g. I go home early.
She drives fast. She went yesterday
He talks slowly. (Time).
2.6.2 use the adverbs appropriately Many adverbs end in -ly and are Guide students to make sentences using
in sentences (oral/written). usually adverbs of manner. adverbs as above and indicating their
forms (manner, place, time).
e.g. Sahada danced gracefully.
The soldier fought bravely. Play the word wheel game in which
students give as many adverbs as
Other adverbs do not end in -ly. possible to describe an action. e.g.
e.g. Yaro works hard (How) - sweetly

(Manner).
Baba works here aloud happily
(Where - Place)
Akweley works every day speak
(When - Time).
fast softly
Adverb positions in sentences:
nicely slowly
Quietly, she walked out
(beginning) (Manner).
fast
She walked quietly out (middle). quietly hungrily
She walked out quietly (end). In pairs/groups, pupils
eat practise forming
Note: A sentence can take two slowly sentences using same
or more adverbs. quickly adverbs in different
gently lazily positions.
e.g. Aku works hard here
every day.

Page 49
ACTIVITIES
UNIT 7 The student will be able to: Revise simple sentences.
CLAUSES 2.7.1 identify clauses in context A clause is a group of words Play back/read a passage. Help pupils Students make
containing a verb. The group of words identify simple sentences. Use these sentences containing
may be complete on its own or may be passages to help students see that some main/subordinate
part of a sentence e.g. clauses are sentences while others are clauses.
We visited the man. parts of sentences.
The man is my uncle.
Dela has bought a new dress. Students give examples of clauses that
are complete in themselves and some
Main Subordinate. that are parts of a sentence.
2.7.2 differentiate between main clauses
and subordinate clauses. e.g. Guide students to make related
This is the girl who won the contest sentences and combine them. e.g.
I saw the man.
Your parents will if you pass your He taught me in school
be happy exams
I saw the man who taught me in school.
We will go to the when my mother Show that the sentence can be broken
market arrives up into two: main and subordinate
clauses.
In the sentences above, the main E.g.

clauses are complete sentences, the I saw the man who taught me in school.
subordinate clauses are not. Main clause Subordinate clause
Provide sentences for pupils to indicate

the main clause and subordinate clause
in the sentences.
2.7.3 use clauses appropriately in Students give examples of sentences Students write
speech and in writing. and indicate the main and subordinate sentences and
clauses. underline the main and
subordinate clauses.

Page 50
ACTIVITIES
COMPOUND 2.8.1 identify compound sentence Compound sentences are formed Provide a short passage and assist Provide simple
by joining two or more simple students to find simple sentences in sentences/a passage with
SENTENCES
sentences. The simple sentences them. Let students observe carefully missing coordinating
are independent clauses. They how they are joined. Students provide conjunctions for students
can stand on their own. They are pairs of simple sentences. to fill in blanks with the
joined by coordinating appropriate coordinating
conjunctions e.g. AND, BUT and conjunctions.
OR. The conjunctions are also
called coordinators.
Simple Sentences (Independent Provide appropriate coordinating Students join pairs of

Clauses) conjunctions. simple sentences with
coordinating conjunctions
I bought a pen.
She bought an eraser.
2.8.2 join simple sentences to form Compound Sentence. Guide students to join the pairs of simple Ama is tall.
compound sentences. I bought a pen but she bought an sentences with appropriate coordinating Ekow is short.
eraser. conjunctions to form compound
sentences (Refer to content) Kojo danced well.
Simple Sentences They clapped for him
Yaa studied very hard. She

passed the examination. Rachel will use a pen.
Compound Sentence Rachel will use a pencil.
Yaa studied very hard and (she)
passed the examination.
Simple Sentences
Ato will come by bus.

Ato will come by taxi
Compound Sentence
Ato will come by bus or (he will
come) by taxi.
2.8.3 use compound sentences in Compound sentences in Guide students to write compound Students read their
oral/written expressions oral/written expressions. sentences. sentences. Class
discusses the use of
compound sentences in
presentations.

Page 51
ACTIVITIES
COMPLEX
2.9.1 identify complex sentences Complex sentences are formed Provide a passage for students to Provide simple
SENTENCES
by joining two or more simple identify simple sentences sentences/passages with
sentences with a subordinating missing conjunctions.
conjunction e.g. because, so, Students provide pairs of simple Students fill in blanks
after, before, while, if, since, sentences. selecting from a list of
unless, until. given conjunctions.
Teacher provides subordinating
Simple sentence: conjunctions. Students complete
e.g. Kofi arrived late. sentences using
He missed the bus. dependent or main
clauses, e.g.
2.9.2 construct complex sentences. Complex sentence: Guide students to join the pairs of simple
Kofi arrived late because he had sentences with appropriate conjunctions (a) He studied very hard
missed the bus. (because, so, after etc.) to form complex ________________
sentences. (Refer to Content)
He left the room. (b) ________________
The teacher arrived. Guide students to note that the part of although she danced
the complex sentence introduced by the gracefully.
He left the room before the subordinating conjunction is the
teacher arrived. dependent clause or subordinate clause.
The other part of the sentence is the

main clause e.g.
2.9.3 use complex sentences in Complex sentences in
oral/written expressions. oral/written expressions. Main clause
She went to the hospital because
Subordinate clause
she was ill .

Page 52
ACTIVITIES
UNIT 10
2.10.1 identify conditional sentences. Conditional sentences are made Revise complex sentences, drawing Students classify given
CONDITIONAL up of two parts: The subordinate attention to clauses. (Sect. 2, Unit 3) conditional sentences into
or dependant clause (if clause) types.
SENTENCES Introduce conditional sentences in
and the main clause.
context: e.g. If it rains, we shall plant the Students write a paragraph
e.g. If my friend comes, vegetables. on a topic . e.g. What I
(subordinate clause) Explain the structure of the conditional would do if I were the
we will go to the library. sentences (clause types). president of Ghana.
(main clause)
Students give examples of conditional Students construct
sentences. sentences based on the
type of conditional clauses.
Draw attention to the changes in
meaning in the three types.
2.10.2 distinguish between two The Present Conditional (open Read/tell/play a passage containing
types of conditional sentences. condition) and the Past Conditional Type 1 sentences. Change
Conditional (hypothetical the sentences into Types 2 and 3.
Condition) sentences and Students to come out with the meaning
differences in meaning of each of the sentences.
type.
2.10.3 use conditional The three types are as follows: Present conditional: If she comes, I will Students match parts of
sentences appropriately. i. Present Conditional tell her (It‟s possible she will come). given conditional
If + Present + future sentences.
e.g. If she comes, I will tell her. Past conditional: If she came, I would tell
her (It‟s remotely possible that she will
ii. Past Conditional come. It‟s uncertain that she will come).
If + Past + Conditional
e.g. If she came, I would tell her. Draw attention to the changes in
meaning of the two types.
Fluent reading and Students give examples each for present
comprehension 2.10.4 use conditional sentences Students write examples of
appropriately in speech and in conditional sentences, past conditional conditional sentences.
writing. sentences
NOTE: Teacher should not rush through

the teaching of conditional sentences.
He/she should make sure that each
concept is fully understood by pupils.

Page 53
JHS 2
SECTION 3
READING
1. read, understand and derive information from texts of varied nature.

2.
ACTIVITIES

Reading texts fluently for facts Students read texts silently noting down Students write answers to
READING 3.1.1 read and recall simple facts and and ideas. difficult words and expressions and questions based on texts.
ideas. answer questions on simple facts in the
COMPREHENSION NOTE: Reading should cover text
supplementary texts selected for
the term
3.1.2 explain the meaning of Meaning of vocabulary in context Assist students to discuss the meaning Students use vocabulary
vocabulary in context of unfamiliar/difficult words and discussed in their own
Select suitable texts e.g. expressions in their contexts in the texts. sentences.
passages from course books, (Use the dictionary sparingly).
stories, poems, plays,
newspapers, magazines,
selected literature texts.

Page 54
ACTIVITIES
UNIT 1 (CONT’D)
3.1.3 answer more complex Complex comprehension issues Through teacher prepared questions Follow up discussion of
READING comprehension questions on include the following: and other follow up questions, students text read. Teacher to
texts/passages provide answers to show understanding assist students to make
COMPREHENSION
- Make predictions of texts read. further inferences,
- Answer Inferential/ predictions from texts
appreciative/speculative NOTE: Comprehension questions read.
questions should go beyond information directly
- Discuss Author‟s purpose contained in the text. Students are Students answer
- Discuss Author‟s line of expected to learn to make inferences questions on more
argument and predictions, identify logical and complex comprehension
- Explain figurative expressions in illogical statements in text/passages questions based on
context read. (See Content) text/passage
- Distinguish between logical and
illogical statements Again, teachers must ensure that
- Draw conclusions students are given adequate oral and
-Take a stand and be able to written practice on more complex
defend it. comprehension questions
UNIT 2
SUMMARY WRITING 3.2.1 identify and write main points Identifying main points in texts. Provide a suitable text for summary.
in given texts. -Students search for main, subsidiary
points and conclusions. List them for
class discussion.
3.2.2 summarise ideas in given Writing summaries of main points Students practise summary writing in
texts in full sentences. Points to note: small groups using points identified by
class and listed on the board
3.2.3 summarize texts/passages on Features: knowledge of text
their own Structure: content/function NOTE: Insist on uniformity in Students summarise a
Ideas: main/subordinate presentation of points e.g. use given text and correct their
points/ideas. sentences/phrases throughout. mistakes from teacher‟s
comments/feedback
Interpreting the summary task Students in groups to present their
e.g. keeping to sentences. summaries for class discussion.
Assign text/passage for students to
Limits - In not more than seven
summarize individually
sentences.
Mark and give feedback for students to
Using one‟s own words as much
correct their mistakes
as possible.

Page 55
JHS 2
SECTION 4
WRITING
General Objectives: The student will be able to:
1. write and organise ideas logically on specific topics

2. communicate ideas fully and effectively through writing

ACTIVITIES
CONSOLIDATION
4.1.1 punctuate given sentences Punctuation marks make it Assist students to revise punctuation
appropriately. possible for the reader and others marks (full stops, commas, question and
Punctuation Marks
to understand what he/she reads. exclamation marks)
(Full Stop, Exclamation,
Without them reading becomes
Comma, Question Mark,
difficult. Punctuation marks will Provide sentences for students to
Colons)
indicate whether a sentence is a punctuate appropriately
statement, an exclamation or a
question, for example. e.g. My mother went to the market and
bought oranges tomatoes and pepper
Who gave the book to you

What a beautiful goal
4.1.2 punctuate given passages Punctuate sentences in given Students punctuate short passages and Students punctuate given
appropriately. passages. discuss the appropriateness of sentences and passages.
punctuation marks and capital letters
used.

Page 56
ACTIVITIES
WRITING DIALOGUES 4.2.1 write dialogues involving two or Dialogues between two or three Read/play back a dialogue for students In pairs, students write
three characters with three or characters with three or four to listen attentively to. dialogues of four
four exchanges. exchanges. Discuss features of dialogues with exchanges on a topic.
students using specific examples e.g.
Logical arrangement of between doctor and patient. Further practice in pairs or
exchanges. groups involving writing
Organise students to hold dialogues in down exchanges.
Focus on Grammar given situations e.g.
Appropriate use of inverted shopkeeper/customer, driver/passenger,
commas and other punctuation policeman/stranger,
marks.
i. Direct speech Introduce the point that direct
ii. Contracted forms statements in a dialogue are enclosed in
inverted commas, e.g.
Mary: Where are you going?

Oko: I„m going to school.
Mary: I‟ll go to school too
Oko: Shall we walk together then?
UNIT 3
4.3.1 write arguments for/against Writing arguments for/against Students in groups to write a dialogue Working individually,
WRITING SIMPLE
motions. specific motions e.g. between three persons. students write arguments
ARGUMENTS Corporal punishment must be for/against a proposition
reintroduced in schools. Discuss examples of argumentative agreed on by class.
issues/topics.
Characteristics of arguments:
Stating positions Discuss characteristics of arguments.
Developing logical arguments
and vice versa. Guide students to choose positions and
Concluding the argument. advance reasons in support of their
positions.
Divide class into two. Assist them to

select a topic for debate. Let them take
a stand and ask each group to write out
its argument for presentation in class.
Discuss some of the arguments with

class pointing out mistakes if any.

Page 57
ACTIVITIES
UNIT 4
4.4.1 write speeches and talks on A talk is generally shorter than a Read a prepared speech or talk to the
WRITING various topics for a specified speech and is delivered to smaller class.
audience. groups . e.g. A Talk on Drug Abuse
SPEECHES/TALKS
for JHS 3 students in a school Discuss the various features of Talks
and Speeches pointing out differences
Talks may be limited to a single between them.
issue.
Draw students‟ attention to the need to
be consistent in using either capitals or
small letters in the vocatives.
A speech is generally more formal Groups discuss and draft talks on topics
than a talk e.g. A speech by the of their choices selected from a list
School Prefect at the School Open drawn up by class.
Day. Speeches may deal with several
issues. Eg. NB Remind students of the need to Students write
address the chairperson and the speeches/talks on given
Features: Addressing the audience audience periodically in a speech. topics and deliver in class.
with vocatives:
Mr. Chairman/Madam Chairperson....
Headteacher and staff,
Fellow Students, Ladies and
Gentlemen.
Use of appropriate language Formal Speech

-Use of polite language
One important thing to consider in -Use of quotation
both talks and speeches is the type of -Use of formal language
audience. For instance, a speech to -Use of rhetorical questions
classmates should be different from a
speech for an adult audience. Informal Speech
-Use of contracted form
-Use of repetitions
-Use of tense appropriate to topic
-Use of rhetorical questions

Page 58
ACTIVITIES
UNIT 4 (Cont’d) The student will be able to:
WRITING Use of rhetorical questions: e.g. Who

doesn‟t want to succeed as a
SPEECHES/TALKS
student?
Points to consider in Talks and Group drafts to be read out and

Speeches: discussed.
-Audience,
-Purpose Draw attention to problems and guide
-Language: Use of appropriate groups to make corrections.
vocabulary, contracted forms cannot
be used in speeches.
-End speech by expressing gratitude
e.g. Thank you.
UNIT 5
WRITING REPORTS 4.5.1 write reports on specific Writing reports on events/activities Discuss various activities on which Students write reports on
events/activities. e.g. sports/games/field trips / reports are usually written and the type school activities to the
excursions, a fight, theft, etc. of recipients i.e. Headmaster, Police, Headmaster.
etc.
Features: Heading, introduction, day Read a report (if available) on a school
and date, time, writer‟s full name and activity and discuss its content and
signature etc. features.
Use of language, e.g. passive Discuss the peculiar features of reports,

structure, formal language. e.g. reports or statements to the police
do not normally have paragraphs.
UNIT 6
ARTICLES FOR 4.6.1 write articles for Writing articles on issues/topics for Read sample articles from Students write articles for
PUBLICATION publication in class/school publication. magazines/newspapers to pupils and vetting and pasting on class
magazines and newspapers. discuss the features of the articles. notice/bulletin board.
Features of articles: heading, name
of writer, etc. Select a topic of interest to the pupils
and discuss it with them.
Guide students to plan and write an

article on the topic in small groups.

Page 59
ACTIVITIES
EXPOSITION 4.7.1 describe processes clearly Describing processes. Select a process and discuss it with Students in pairs select and
using appropriate vocabulary Use of language: logical presentation of students. describe specific
and structures. facts/ideas. processes.
Processes and
In groups, students choose and discuss
Directions
Paragraphing: different ideas in different specific processes.
paragraphs.
Students write descriptions and read to
Describing various processes such as the class.
cultivation of some crops, preparation of
dishes, soap making, basketry, etc. Discuss group presentations with whole
class.
Features: Passive/imperative structure e.g.
The pot is put on fire/put the pot on fire. Draw attention to appropriate
Logical arrangement of facts in paragraphs. vocabulary and structures.
4.7.2 give clear oral/written Giving oral/written directions for the Give class a set of written directions to Students write a paragraph
directions to specific places. guidance of strangers to locate specific follow on a short compound-based of about ten lines giving
places in towns, cities, villages, school treasure hunt. directing strangers to
compounds, etc. specific locations e.g. to the
Discuss the directions and point out the student‟s house or to other
Form logical arrangement of directions. specific features. places in the
References to landmarks e.g. hills, village/town/city e.g.
buildings, roads, junctions, etc. In pairs, students write similar directions market, post office, etc.,
to be followed by another group in a using short sentences as
Use of short sentences in the imperative treasure hunt. described in content.
e.g. walk past, go straight, take the first
turn on your left, turn right/left, etc. Guide groups in their work.
JHS 2 Groups engage in treasure hunt and

discuss difficulties at the end.
Students select a specific place and list

on the board, the landmarks to look for,
a box the junctions, and the turns etc. needed
of pens to get to the place.
Language use:
- Passive/Active forms
- Simple present /Habitual tense
- Judicious use of adverbs.
- short sentences

Page 60
ACTIVITIES
FILLING FORMS 4.8.1 complete forms appropriately. Completing simple forms such Discuss samples of forms (application, NOTE:
as: forms for application for pay-in slips, membership, identity cards) Teacher should obtain
membership of clubs/societies, copy of JHS answer
admission to institutions, sheets and other relevant
application to open a bank Explain technicalities e.g. forms and help pupils
account, for scholarships, Occupation: Teaching not Teacher. learn to fill the forms.
cheques, etc. Profession: Teacher Design variety of forms for
students to do practice
Features: Name - Surname Differences between place of birth and exercises.
followed by other names, hometown, etc.
Date of Birth, Sex, Age,
Place of Birth, Hometown, Produce specimen forms and discuss
Nationality, Father‟s Name, them with students.
Mother‟s Name
Occupation, Language(s) spoken Guide class to design a simple form for
etc. application for membership of specific
school clubs/societies, e.g. The
Debating Society, Writers‟ Club.
Take class through a completion

UNIT 9 exercise using the forms designed.
DICTATION
4.9.1 write dictated passage Students should be made to write Dictate paragraph from reading text. Mark students‟ work and
accurately texts that are unfamiliar. No prior give feedback
reading of text by students is Guide students to do peer editing
required.

level e.g., paragraphs from
reading text; literature books;
magazines, newspapers etc
Dictation should be a paragraph

or two of 10 lines

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JHS 2
SECTION 5
LITERATURE/LIBRARY
1. read for understanding and for pleasure

2. see the relevance of and appreciate oral and written literature
3. develop the love for creative writing
ACTIVITIES
PROSE: 5.1.1 read stories fluently and with Reading stories aloud and fluently. Students take turns to read aloud parts Pupils should pronounce
understanding. of a story. and explain words and
SHORT STORIES
expressions from stories.
Note difficult words to be explained in
African/Non-African context with the help of the dictionary
and helps to correct wrong stress and
intonation in reading.
Students read again, parts of stories

which were not well read.
5.1.2 read stories silently. Silent Reading Students read a story silently and
answer questions posed by teacher.
5.1.3 say what a story is about. The theme of a story – what the story Led with questions, students discuss Students write their
is about. theme, setting, plot, characters, etc. in impressions of a character
pairs and then in groups. e.g. “What is in the story (whether they
5.1.4 determine how stories are Development of the story – plot. the story about”?; “”Who like the character or not and
developed i.e. plot. Location/ time of the story - setting are the characters in the story”? etc. give reasons).
5.1.5 identify characters in stories. Characters in a story.

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ACTIVITIES
PROSE: 5.1.6 state roles played by various Roles of different characters. Through questions, teacher assists
characters. students to discuss the roles played by
SHORT STORIES
different characters in the story; how
each character contributes to the plot
African/Non-African e.g. interesting, sorrowful, irritating,
humourous.
5.1.7 bring out features that make a Features that make stories Outline the features that make a story Students distinguish
story Ghanaian, African or Non- Ghanaian, African or Non- Ghanaian, African or Non-African. features that make stories
African. African. i.e. vocabulary, Ghanaian, African/Non-
expressions, cultural/social Students discuss the story and point out African.
background, songs, interludes, the features that make the story
sound effects, names, settings, Ghanaian, African or Non-African.
UNIT 2
etc.
POETRY-
SIMPLE POEMS: 5.2.1 read the poems aloud. Reading poems aloud. Students in turns read poems aloud. Students read poem with
Note difficult words and expressions for appropriate rhyme
African/Non-African explanation and discussion.
5.2.2 read poems silently to identify Reading poems silently for study. Students read poems silently. Students discuss their
the themes. Themes of poems. Students to state and discuss the impressions on what the
themes of the poems. poem is about.
5.2.3 identify devices used e.g. Devices used e.g. symbols, Help students to identify the devices Students identify features
symbol, imagery etc. imagery, or words that appeal to used in the poems to bring out the that are specific to
the senses of taste, sight, etc. meaning. particular poems e.g.
theme, setting, use of
Students use the devices i.e., simile, poetic devices, etc.
metaphor, symbol, etc. in their own
expressions. (Class to comment on
whether devices are used correctly in
pupils‟ sentences and other
expressions).
5.2.4 identify features that make Features that make poems Assist students to identify features that
poems African or Non-African. African/Non-African: make a poem African or Non-African.
Vocabulary, expressions, Students state whether a poem read in

cultural/social background, sound class is African or Non-African, citing
effects. specific features to back their opinion.

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ACTIVITIES
DRAMA - 5.3.1 state what a given play is Reading plays aloud. Guide students to read a play for proper Students identify some
about. effect. important features or a
SIMPLE PLAYS
play.
Theme, subject matter etc. of plays. Students work in groups to identify and
African/Non-African discuss themes, plot, vocabulary,
expressions, etc.
5.3.2 write a summary of the story of Devices used in plays. Students identify the devices used in
a given play. the plays read to highlight their meaning
of statements etc.
Explaining words and expressions in Teacher/students identify words and

context. expressions and explain the meaning in
their context.
5.3.3 identify characters and their Characters and roles. Students to identify and discuss
roles in plays. characters in plays read and the roles
they play.
Students identify characters and their

roles in the play.
5.3.4. act parts of the plays read Divisions and features e.g. Acts, Assist pupils to identify acts, scenes, Students act parts/scenes
Scenes, Cast, etc. acts etc. in a given drama. of plays in groups.
Features that make plays Guide students to identify features in a

African/Non-African: play that make it different from other
i.e. vocabulary, expressions, genres (African/Non-African).
cultural/social background, sound
effect, songs, interludes, etc.

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LIBRARY
iii. read for information on various topics.
iv. read a minimum of 9 books by the end of the year.
i. acquire the skills for handling books;
ii. read at least 15 story books;
iii. express their views on stories read and the characters in them;
iv. talk and write about books read.
I Introduce students to the class/school library and how it is organised.
II. Students should also be educated on library rules, such as borrowing procedures.

Page 65
Past Students.
Philanthropists.
Ghana Book Trust.
And Non-Governmental Organisations (NGOs) such as:
World Vision.
Plan International.
The Rotary Club.
Valco Fund.
ADRA.
UNICEF/UNESCO, etc.

Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the primary school child to read is to make suitable reading materials available, and
set minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is expected that given the necessary encouragement, many student will exceed
the target.

Page 66
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests/tasks.
Title:.................................................... Author:.............................................................................. Nationality:....................................................................
Publisher:............................................................................................................. Year of Publication:..............................................................................
Literary Type:..................................................................................... No. of Pages:.....................................................................................................
Date Started:....................................................................................... Date Completed:...............................................................................................
Main Characters and Others:..............................................................................................................................................................................................
……………………………………………………………………………………………………………………………………………
Note:

Page 67
JHS 3
SECTION 1
1. develop confidence in listening and speaking.

2. read a variety of texts with the appropriate stress and intonation.
3. increase the ability to express himself/herself orally.
ACTIVITIES
REVISION OF 1.1.1 articulate vowels and Vowel and consonant sounds (Refer Revise vowels and consonants. Students add final ‘s’ or
consonants to Year 1; Sect.1; Units 1 and 2 of). „ed‟ to relevant words and
VOWELS AND
pronounce them.
CONSONANTS. 1.1.2 articulate difficult sounds Problem consonant sounds and Guide students to note pronunciation of
correctly their correct pronunciation. final‟s‟ after: Students read a short
passage, mark final ‘s’ and
Pronunciation of final „s‟. - words ending in voiceless consonants. ‘ed’ endings and
as plural marker e.g. pronounce them correctly.
stick  sticks  /s/ - words ending in voiced consonants.
bag  bags  /z/
badge badges  /iz/ - words ending in: /sibilant sounds –
/ Ʒ / /z/ / / /t / dƷ / /. ---..
Third person singular marked
in a verb e.g.
think  thinks  /s/ Guide students to pronounce the final
bleed  bleeds  /z/ „ed‟ as a past tense marker.
push  pushes /iz/ - Verbs whose present tense forms end
in a voiceless consonant add „ed‟
A possessive marker e.g. which is pronounced / t/
cat‟s  /s/
dog‟s  /z/ - Verbs whose present tense forms end
rose‟s /iz/ in a voiced consonant add - „ed‟
which is pronounced /d/.
Pronunciation of final - „ed‟ as in:
mark marked t - Verbs whose present tense forms end
bag bagged d in t, or d, add - „ed‟ is
want wanted id pronounced /id/.
Guide students to note that the
possessives change in pronunciation.

Page 68
ACTIVITIES

Weak forms are generally words that Revise prepositions, articles, Students read aloud short
WEAK FORMS 1.2.1 identify weak forms and are normally unstressed e.g. conjunctions, etc. passages giving weak
pronounce them correctly. forms the appropriate
Revise stress on words (Refer to JHS 2,
Prepositions - to, on, in, by, at, etc. pronunciation.
Sect. 1, Unit 3)
Articles - a, an, the.
Guide students to note that weak forms
Conjunctions - and, but, for. are usually unstressed in utterances.
Content words are however stressed.
Auxiliary Verbs (primary and modal) –
do, have, be, can, might, etc. Content Words: words used for names,
things, actions e.g. old, men, put, etc.
Personal Pronouns - 1, you, he, she,
it, we, etc. Function words: words that help
content words to function e.g. to, the,
thy, has, yet etc.
. .

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ACTIVITIES

The two basic tunes in speech. (Ref. Assist students to revise the two basic
INTONATION 1.3.1 use the two basic tunes in Year 2, 1.2.1 – 1.2.3) tunes (Refer to JHS2, Sect. 1, Unit 2)
speaking.
1.3.2 practise other uses of Other uses of Tune 2: Guide students to revise the different Studentsread some
tune 2. ways of using Tune 2 i.e., for sentences using the
Polite Requests e.g. expressing polite requests or surprise correct tune. (Tune 1 and
“Salt, please”. as in: Tune 2)
“Could you please open the window?”
I don‟t know you like it. (Tune 1
In the first clause of a sentence e.g. definite).
When you come, we shall go.
I don‟t know you like it. (Tune 2
All items in a list except the last item e.g. surprise).
She bought a pen, a pencil, a
ruler and an eraser. (See other examples in content).
In pairs/groups students practise the

basic tunes and explain their effects.
Provide sentences and/or passages for

students to read using the appropriate
tune.

Page 70
ACTIVITIES
UNIT 4 The student will be able to: Take students through the essential Students conduct a
Thinking and speaking spontaneously meeting or engage in a
1.4.1 speak spontaneously and fluently. features and procedures for introducing
CONVERSATION the speaker and/or chairman for an debate.
and fluently in introducing
speaker/chairman at meetings, Introduction of Speaker/Chairman important meeting or debate.
and in giving the Vote of -Background of Speaker/Chairman (See content for points to include in
Thanks. -Type of work and qualities making the introductions)
Vote of Thanks Assist students to learn the procedure

-Thank the Speaker/Chairman for a for giving the Vote of Thanks after
good work done. (Generally it is meetings or debates etc.
polite to start with courtesies to the
chairman, speaker and other
dignitaries present)
-Thank other persons and officials
who were connected in organizing
the function.
1.4.2 express him/herself fluently and Short impromptu speeches on an Studentsselect a topic: e.g. “The Students make impromptu
purposefully in debates, issue. dangers of HIV/AIDS”, “The need to pay speeches in given
impromptu speeches and in one‟s taxes,” “Men and women are all contexts/situations e.g.
formal speeches. equal,” A house-help should be treated Introducing the Chairman;
as part of the family.” Giving the Vote of Thanks

Page 71
ACTIVITIES
UNIT 4 (CONT’D) In an impromptu speech, one has to Select students to make short
assess the topic very quickly and speeches on the topic of their choice.
CONVERSATION determine two or three points connected
with the issue before one starts talking. (Discuss students‟ presentation and
correct possible mistakes. Draw
During impromptu debates and attention to delivery points needing
arguments. It is important to think very more practice e.g. rhythm, intonation,
fast. Select relevant points in your head; stress, etc.)
arrange them logically as you debate or
argue. Follow the opponents points or Select a topic for an argument and let
arguments closely and find counter two groups of two or three students
arguments immediately. argue on the topic.
Declare a winner by consensus.
-Organize an impromptu debate with
two students on each side, with a
chairman.
NOTE: The impromptu debate is like

the impromptu argument above. One
does not have time to prepare for it.
One therefore has to think very fast as
the debate progresses.
Delivery of formal speeches e.g. as a Students in groups, one acting as

school prefect. In such a case one has leader to prepare a formal speech to
some time to prepare the speech. The be delivered at a Speech Day function.
following considerations will be helpful:
-The objective of the conference/function
-The special needs/viewpoints of the
delegation.
-The type of host(s)/audience.
1.4.3 function as a secretary/ in a The Secretary Students organize a mock special The Secretary for the
meeting/debate formal -Takes minutes meeting or debate; select speaker and mock meeting or debate
functions etc. -Have minutes typed chairman; nominate one student to read his/her report to the
-Discusses content of minutes with introduce the chairman; the chairman class.
chairman and they agree on points in to introduce the speaker, one other Secretary correct the
minutes. student to give the Vote of Thanks at minutes and present it
-Final typing of minutes for the club. the end of the meeting/debate; and again to the class
Short impromptu speech on an issue. another student to serve as Secretary.
Language use:
use of vocatives, (no contractions)
formal language, right tense

Page 72
JHS 3
SECTION 2
GRAMMAR
1. use grammatical structures/forms accurately in speech and in writing.

ACTIVITIES

Relative Clauses usually begin with Revise main/subordinate clauses.
RELATIVE 2.1.1 identify relative clauses in that, who, whom, which.
sentences. Introduce and give examples of relative
CLAUSES:
Relative clauses usually come clauses and their functions. (Refer to
immediately after the nouns they content).
Defining and Non- relate to.
Defining Students identify and label clauses
They qualify or describe the nouns appropriately in sentences provided by
they relate to. Examples are; teacher.
Students make sentences (orally) and

The girl who won the prize is my indicate the relative clauses.
sister.
The dog which guards the house is

very fearful.
2.1.2 use defining/non-defining Defining and non-defining relative Assist students to distinguish between
relative clauses appropriately clauses: defining and non-defining relative
in speech and writing. clauses. (Refer to Content).

Page 73
ACTIVITIES
UNIT 1 (CONT’D)
RELATIVE CLAUSES: A defining relative clause is not Students identify and explain defining Provide a passage for
separated from the main sentence and non-defining relative clauses in students to identify the
by commas. It forms an important given passages. defining and non-defining
Defining and Non- part of the sentence. relative clauses.
Defining.
e.g. The boys who came late Guide students to form sentences Students write sentences
were punished. (Defining: “who using defining and non-defining relative with defining and non-
came late” defines the type of clauses. defining relative clauses.
boys who were punished).
A non-defining relative clause is

usually separated from the noun it
relates to by commas, brackets or
dashes. e.g. My sister, who bakes
bread, is out of town. Mr. Odum,
who teaches in the school, has
been promoted
Non-defining relative clauses can

be left out of sentences without
affecting the meaning of the
sentences e.g.
The policeman, who arrested the

thief, was given a prize. (In this
case, arresting the thief is only a
description and has nothing to do
with being given a prize)
Another example:
Miss Ankomah, who selected the
players for the football team,
forgot to add my name.

Page 74
ACTIVITIES
UNIT 2 The student will be able to: Revise the Simple Past Tense. Students write sentences
Present Perfect using the Present Perfect
TENSE FORMS 2.2.1 differentiate between the This tense is used for something that Introduce the Present Perfect/Present and Present Perfect
Present Perfect and Present happened only a short time ago. Perfect Continuous Tense Forms Continuous Tense Forms.
Perfect Continuous and e.g. using appropriate
Present Perfect
use them appropriately in She has written the letter. sentences/situations.
sentences. They have left the house.
We have eaten the food. Illustrate and explain the differences
between the two tense forms.
Present Perfect Continuous:
This tense is used to show an action Guide students to make up sentences
that began in the past and has gone following teacher‟s examples.
on for sometime.
In pairs/groups, students make up
e.g. She has been reading. sentences following teacher‟s
You have been watching examples.
television.
They have been fishing. In pairs/group students practise the
use of the tense forms
Past Perfect 2.2.2 identify the past perfect Past perfect, past perfect continuous Revise the present perfect tense form. Students fill in the blanks
form, and use it appropriately. Tense forms. using the appropriate verb
The Past Perfect: Introduce the past perfect and the past form.
had + v-ed perfect continuous tense forms.
e.g. It had rained that morning, so the Illustrate the contrast between the past
football match was postponed perfect and past perfect continuous.
(earlier time in the past). e.g.
She had written the letter when her
He had travelled before I came. mother came in.
She had been writing written the letter
before her mother came in.

Page 75
ACTIVITIES
UNIT 2 CONT’D) The student will be able to:

He had travelled before I came.
TENSE FORMS
2.2.4 identify and use the past perfect The past perfect continuous (earlier She had been writing the letter for Students write sentences
Past Perfect
continuous in sentences time in the past + progressive). days when… using appropriate verb tense
Continuous
appropriately. It had been raining all night when the forms.
had + been + v-ing earthquake struck.
e.g. Mary‟s house collapsed because They had finished the meal when
it had been raining all night. the boys arrived.
He had been farming until he moved to
She had been telling her children the city.
Ananse stories, when her
husband arrived.
Discuss the difference in meaning
between the two forms.
Students write sentences to show the
contrast between the two forms. The
past perfect and the past prefect
conterminous
Draw attention to and explain errors of Students answer multiple

tense when necessary. choice questions based on
tense forms.

Page 76
ACTIVITIES

Students underline noun
NOUN PHRASES A noun phrase may control the action Revise nouns and phrases. phrases in given sentences
2.3.1 identify the components of a of the verb. i.e. acting as subject or and indicate whether they
noun phrase. object e.g. Students add determiners to various are subjects or objects.
All of them do the work at the same nouns. e.g. the pen, the umbrella, a
2.3.2 identify noun phrases in time. house. Students write short noun
sentences. The boy left home (noun phrase) phrases as subjects/objects
The girl wrote the letter.
NOTE: Guide students to break sentences
The noun phrase may be made up of into subject/predicate and identify
2.3.3 use the noun phrase the determiner and a noun or the nouns/noun phrases.
appropriately in speech and in determiner, modifier and a noun e.g.
writing. The big table: e.g. subject verb object
determiner = „the‟ The hungry boy ate all the food.
modifier = „big‟ predicate
noun = „table‟ Note:
Noun Phrase - Subject
Noun Phrase - Object
Guide students to make sentences

using noun phrases.

Page 77
ACTIVITIES

UNIT 4
2.4.1 identify the relationship Subject/verb relationship in a Revise simple sentences on identifying Students use pronouns
SUBJECT-VERB
between the subject and its sentence: subjects and verbs with students. in sentences.
AGREEMENT verb in a sentence.
(Either, Neither, None, 2.4.2 write/form sentences in Singular subjects take singular Introduce and explain the relationship Students write sentences
Nobody, Each, Not One Of which the subjects and verbs verbs. between the subject and the verb in a using either, neither,
them, Everybody) agree. sentence (Refer to Content). Illustrate nobody, each of us, each
The following are singular and and discuss with students the use of of them, not one of them,
take singular verbs: either, neither/nobody, etc. as singular pronouns and everybody.
neither, none, nobody, each, not and the verb they take.
one of them, e.g. (Refer to Content)
Neither of them is good at
football. Students make sentences with the
Nobody is born a criminal. pronouns for discussion.
Each of us has a duty to perform.
Not one of them is dull. Draw attention to and explain the use of
Either of them is likely to come. the pronoun “Everybody” as singular and
None of the players is tired. as plural, e.g.
“Everybody” has two uses, Everybody pays his/her dues to the

either as singular or as plural secretary.
pronoun. Everybody pay their dues to the
secretary.

Page 78
ACTIVITIES
CONDITIONAL
iii. Perfect Conditional Students pick the correct ending to Students make up
CLAUSES – TYPE
If + Past Perfect + Conditional some conditional sentences. Provide sentences using
THREE Perfect possible answers e.g. If it rains, I ... .. “supposing” and “were I to
e.g. If she had come I would have happy (will be/would be/would have be”.
told her. been).
If you studied hard you ......... Students give more
(will pass/would pass/would have conditional statements
passed). Your exams. without using “if”.
If my father had come we ....... to Accra.
(will go/would go/would have gone)
Students match parts of the
given conditional sentence.

Page 79
ACTIVITIES
IDIOMS AND 2.6.1 differentiate between idioms Idioms are largely phrasal verbs, Introduce phrasal verbs and illustrate Students find examples of
and idiomatic expressions. them in sentences e.g. Esi takes after idioms/idiomatic
IDIOMATIC
A phrasal verb is made up of more her mother (resembles). expressions for discussion
EXPRESSIONS than one word including a verb. in class and use them in
How did the accident come about? sentences.
The following are some phrasal verbs (happen).
using the verbs „take‟ and „look‟
e.g. Explain that a phrasal verb is normally
She takes after her mother. made up of a verb and a preposition
He looks up to her mother. (Refer to content). They are idioms.
An Idiom is usually made up of a verb

and a preposition as above or a verb
and an adverb, as below:
hold back
hold out
hold down
2.6.2 use idioms and idiomatic Idiomatic Expressions are fixed Introduce idiomatic expressions using
expressions correctly in speech expressions. The meaning of such sentences. Explain that idioms are
and writing. expressions cannot be obtained from fixed expressions with fixed meanings.
the meaning of the individual words in
it. e.g. To pull someone‟s leg = to He is not able to make ends meet
tease/make fun of the person. (unable to provide his needs).
To rain cats and dogs = rain He fell between two stools. (He
accompanied by thunder and undertook two things at the same time
lightening. but did not succeed in either).
In both cases, the individual words in Compare idioms and idiomatic

the idioms and idiomatic expressions expressions and guide pupils to
do not suggest the meanings of recognise differences.
either.
Students write given phrasal verbs and
idioms (explained to them) in
sentences.
Students write out some examples of Use idioms/idiomatic

idiomatic expressions with the aid of the expressions in a context
dictionary and discuss in class. and let students explain the
expressions

Page 80
ACTIVITIES
UNIT 7 The students will be able to:
DIRECT AND 2.7.1 identify direct and reported Direct and Reported Speech Revise statements/sentences. Students change
speech forms. forms. sentences from direct to
REPORTED SPEECH
Students give sentences reported speech and vice
2.7.2 change direct speech into Verbs that go with direct and (statements/questions) such as “I am versa.
reported speech and vice versa reported speech forms e.g. „say‟ going home”, “Dede is eating”. etc. and
using features that apply to „tell‟, „ask‟, etc. write these on the chalkboard.
each.
Each of the statements or questions
above is referred to as “direct speech”.
When a person reports what someone

has said, the second person‟s report is
referred to as “reported speech”.
Introduce verbs that go with reported

speech: e.g. say, tell, ask, etc.
Direct:
-“I am going home”, Anum said.
Reported:
-Anum said he was going home.
If the direct speech is a question, the

reported speech will have “Anum asked”
at the beginning or end of the statement.
Students in pairs, one reads a statement

on the board (or to make up a new
statement), the other reports the
statement to the rest of the class.
(Use statements and questions to
enable students understand the lesson
more clearly).
2.7.3 use direct and reported speech Features of direct speech: Teacher/ students discuss features of
forms appropriately in speech
direct speech in written form.
and in writing. Use quotation and other
punctuation marks. . In direct speech the direct words of the
speaker are put in quotation marks.

Page 81
ACTIVITIES
UNIT 7 (CONT’D) The students will be able to:
DIRECT AND Features of reported speech: Students observe the use of quotation
marks before and after the statement to
REPORTED SPEECH
Absence of quotation marks show that it is someone else‟s statement.
Tense change and After the statement comes a comma
Pronoun change. before “John said”.
Tense change: Students in turns, to go to the board to

write the direct speech of others.
Simple Present = Simple Past
Present Continuous = Past Introduce features of the reported
Continuous speech.
Present Perfect = Past Perfect e.g.
Present Perfect Continuous = Past
Perfect Continuous “We are going home.” They said
Simple Past = Past Perfect They were going home.
Future Simple = Conditional
Show the absence of quotation marks
Pronoun Change: the tense change and the pronoun
1/you = he/she change.
we/you = they
me/you = him/her Students in turns, to go to the board to In pairs/groups, students
us/you = them change direct speeches to reported make up sentences both in
speeches. direct and reported speech.
Adverbial changes:
Now- then Draw attention to changes in Adverbs.
UNIT 8 Today – yesterday etc.
Revise simple auxiliary verbs e.g. Adjo is
QUESTION AND 2.8.1 identify question and Tags are used after statements. dancing well. Students complete given
ANSWER TAGS answer tags and use them statements with the
appropriately. Contracted forms of verbs are used. Discuss and illustrate the formation of appropriate question/answer
question tags for positive and negative tags.
2.8.2 use questions and answer e.g. He is a footballer, isn‟t he? - statements. (The rule is positive
tags appropriately in (Negative Question Tag) statement + negative tag). In pairs/groups, students
speech and writing. use question/answer tags in
Yes, he is - Answer Tag Negative Statement + Positive tag. making oral sentences.
(Positive answer) Following the rules, illustrate and discuss
No, he isn‟t - Answer Tag the formation of answer tags.
(Negative answer)

Page 82
ACTIVITIES
QUESTION AND 2.8.2 (Continued) She is an athlete, isn‟t she? Students in pairs write statements and
(Negative Question Tag) produce question/answer tags
ANSWER TAGS
Yes, she is - Answer Tag appropriately.
(Positive answer)
No, she isn‟t - Answer Tag Draw attention to reversal of
(Negative answer) noun/pronoun and verb in answer tags.
The question tag is formed with the Students to practise oral and written
auxiliary verb. e.g. they are playing, exercises of question and answer tags
aren‟t they? (are not they). of the various forms in the content.
We are Ghanaians, aren‟t we? Teacher to Note

(Question Tag)
Yes, we are - Answer Tag The concept of Question and Answer
(Positive) Tags is not easy to grasp. The teacher
No, we aren‟t - Answer Tag should not rush through teaching the
(Negative) concept. He/She should use practical
exercises in addition to
She has braided her hair, hasn‟t she? teaching/learning materials, to help
(has she not?) students understand the concept
thoroughly.
Negative statements take positive
tags.
It is not time for break, is it?

You aren‟t coming with me, are you?
In statements without auxiliary verbs,

the tag is formed with the appropriate
form of the verb „do‟ e.g. She loves
football doesn‟t she?
The boy attended the party,

didn‟t he?
She does not have a watch, does
she?

Page 83
JHS 3
SECTION 3
READING
1. read, understand and derive information from texts of varied nature.

2. read and derive moral values from texts.
ACTIVITIES
READING 3.1.1 read silently with Reading for meaning - Use questions to obtain information on
understanding. students‟ background knowledge of text.
COMPREHENSION - Discuss title and/or picture accompanying
passage.
3.1.2 recall facts and ideas. Factual questions based on texts. e.g. Students read text silently
Recall -Individually, in pairs or in groups, -
Students discuss and answer questions:
factual data and ideas from the text.
3.1.3 explain the meaning of Meaning of vocabulary in context Assist students to discuss the unfamiliar Students write answers
vocabulary in context words and expressions in their context in to questions based on
selected texts (use the dictionary texts.
sparingly).

Page 84
ACTIVITIES
UNIT 1 (CONT’D)
3.14 answer more complex Select suitable texts e.g. passages from Through teacher prepared questions
READING comprehension questions course books, stories, poems, plays, and other follow up questions, students
on texts/passages newspapers, magazines, selected provide answers to show understanding
COMPREHENSION
literature texts. of texts read.
NOTE: Comprehension questions
Complex comprehension issues include
should go beyond information directly
the following:
contained in the text. Students are
- Make predictions
expected to learn to make inferences
- Answer Inferential/
and predictions, identify logical and
appreciative/speculative questions
illogical statements in text/passages
- Discuss Author‟s purpose
read. (See Content)
- Discuss Author‟s line of argument
-Derivative questions e.g. Why was
- Explain figurative expressions in
Ekua very sad? What will happen next?
context
Etc
- Distinguish between logical and
-Students identify assumptions and
illogical statements
conclusions of the text
- Draw conclusions
Teachers must again give adequate
-Take a stand and be able to defend it.
oral and written practice on more
complex comprehension questions (See
content)
In pairs/groups, students
Guide students to identify/discuss the
3.1.5 show the literary effect a text Literary effects of text/passage identify/discuss/write their
literary effects of texts, e.g. imagery,
has on the reader. Appreciative questions views on texts.
using appreciative questions.
UNIT 2
SUMMARY WRITING
Select a suitable text for summary.
OF TEXTS 3.2.1 summarize given text Sentence Summary and Continuous Students summarise a
Summary given text.
Students search for main and
-Understanding and identifying main
subsidiary ideas in the text.
ideas in texts.
-Writing main ideas in full sentences.
Teacher/students discuss main and
Features: knowledge of text subordinate ideas identified in texts.
Structure: content/function words;
main/subordinate/ideas. Individual work: Students write their
individual notes before writing the
Interpreting the summary task e.g. summary.
keeping to sentences.
Limits - In not more than seven NOTE:
sentences (depending upon length of Insist on presentation of ideas in
text). complete sentences

Page 85
JHS 3
SECTION 4
WRITING
1. interpret information presented in tabular form.

2. present information clearly in tabular form
3. generate and organise ideas on specific topics in logical sequence.
4. communicate ideas fluently and effectively through writing.
ACTIVITIES
CONSOLIDATION 4.1.1 write a composition using Using upper case and lower case Revise the lessons on the use of upper
punctuation marks letters, full stops, commas and case and lower case letters; the full
appropriately. apostrophe effectively. stop; comma and apostrophe.
Set a passage in which upper case

letters, full stops, commas and
apostrophes have been omitted for
students to insert these appropriately.
Students write a composition of two

paragraphs, each paragraph containing
at least five lines, using upper case and
lower case letters, full stops, commas
and the apostrophe appropriately.
4.1.2 write a composition of two Using the colon and exclamation marks. Teacher/students revise the lesson on Students write composition
paragraphs each of five the use of the colon and exclamation on given topics using
sentences using the colon Colon: The colon is a punctuation mark marks in JH2, Sect. 4 Unit 1. punctuation marks
and exclamation marks used for explaining or giving details of a appropriately.
appropriately. statement listing items. Students write sentences containing the
board the colon and exclamation marks
Exclamation mark: It is used to express on the board.
anger, surprise or command. Class to comment if colon and
exclamation marks have been used
correctly in the sentences.

Page 86
ACTIVITIES
CONSOLIDATION 4.1.3 write sentences using inverted Inverted commas are used to Assist students to revise the lesson on
commas appropriately. indicate direct speech. Direct and Reported Speech at JHS3,
Sect. 2, Unit 7.
Students to write sentences on the

board in the direct speech using inverted
commas.
Students, change the sentences on the

board in to reported speech.
Using appropriate punctuation Teacher and students select a list of Students wirte several
marks and upper and lower case topics for composition. Students select writing exercises to ensure
letters correctly in composition. the topics they like and write the that they practise the skills
compositions. of punctuation.
Read the compositions, selects the best

ones for the notice or bulletin board, and
then gives remedial instructions to
students whose compositions were not
up to standard.

Page 87
UNIT SPECIFIC CONTENT TEACHING AND LEARNING EVALUATION
UNIT 2
4.2.1 interpret information The table below is on a number of Select a sample of simple tables
WRITING BASED ON provided in tables and Headteachers, teachers, workers and containing information and help students
graphs students in a school. to interpret the information in the table.
NON-VERBAL
(Use table in the content as an example.
SOURCES
GROUP M F TOTAL Guide students to translate the
information in the table into words.
Headteachers 3 5 8
Teachers 6 4 10 Students bring other tables from books,
Other workers 5 8 13 newspapers, magazines etc to class.
Students 112 112 224 Teacher uses these to help the class
interpret the tables.
TOTAL 126 129 225 Students write description
Assist students to develop tables of given graphs/tables for
Developing tables and graphs. consisting of some information e.g the discussion.
A table consists of columns and rows. number of chairs and tables in the
(Explain columns and rows to pupils) classroom belonging to students and
teacher.
The rows show the information relating to
each of the items in the table. Select examples for the lesson.
The top row shows the categories
considered important to be represented in Guide students to translate the
the table. (See the top row of tables information in tables into words.
above).
The columns also show the information Students write translations of given
relating to each of the items in the row. tables in groups for class discussion.
4.2.2 write brief descriptions Every table must have a heading/title. Revise mathematical knowledge on
on given data The last column shows the totals of each graphs and their interpretation.
row
The last row shows the totals of each Guide students to translate information
column. in graphs into words.
There must be a grand total at the right
corner of the last row.
Language use:
Tenses, adjectives, concord

Page 88
ACTIVITIES
DRAWING - 4.3.1 identify features of Features of programme/agenda for Discuss real life programme/agenda
programme/agenda formal functions: with students.
PROGRAMME/
AGENDA Clear headings Point out the various features and
illustrate them. (See example in
content)
4.3.2 draw programme/agenda for Meeting of the J.H.S. Red Cross
formal functions. Society In clubs/groups students draw
programmes/agenda for an impending
On Monday....................... Sept 1 meeting and other club business.
Venue: Assembly Hall

Time: 10 a.m.
AGENDA
1. Opening Prayer Groups present programmes/agenda Students produce an

2. Reading of Previous Minutes. for discussion and correction. agenda for a proposed
3. Matters Arising class meeting.
4. New Business:
(a) Proposed Excursion
(b) New Membership Dues
(c) Election of New Officers
5. Other Matters
6. Closing Prayer
NOTE Items on the agenda are

usually numbered as in example
above.
Focus on Grammar
Use of noun phrase.

Page 89
ACTIVITIES
UNIT 4
4.4.1 write minutes of club/society Features of Minutes: Revise the lesson on Students take notes, write
WRITING MINUTES meetings. Clear heading covering name of club, Programme/Agenda in Unit 3 above. minutes on class meetings
type of meeting (executive, general,
Read a well /prepared school club
etc.), date, venue and time, etc.
minutes to class for discussion.
Example: Revise 1.4. 3 of JHS3 on the duties of
Minutes of Meeting of the Executive the secretary.
Committee of the Health Club on
th
Friday 12 September, 2001 at Point out and illustrate various features
3.00p.m. in 3A classroom. and components of minutes using the
example in content.
(The title and particulars of the
meeting are underlined as above) Students to hold club/society meetings,
appointing secretaries to take down
Sub-heading following agenda. minutes.
Clear presentation of decisions, etc. Club/groups to discuss draft minutes

before reading and discussion in class.
Use of Language:
Formal Minutes to be signed by chairman after
Signature: class approval that the minutes reflect
Secretary or Writer the proceedings of the meeting.
Signature of Chairman/President of
Club.
Language use:
Reported Speech
use of Tense
Passive Form
Nouns and pronouns.
UNIT 5 Application letter for a job, into
apprenticeship, admission to
FUNCTIONAL educational institutions, etc.
WRITING
-Read out a well written formal letter.
Features of Formal Letters: Address,
4.5.1 write formal letters using -Discuss letter with class. Point out
Formal Letters Date, Recipient‟s Address, Salutation,
appropriate features and features and draw attention to specific
Heading, Body, Subscription,
language. points such as purpose of letter,
Signature, Full Name,
vocabulary and structures used, etc.
-Students to draft letters inviting
members of a club to a meeting.
-Students to compare and discuss their
work in groups.
Page 90
ACTIVITIES
UNIT 5 (CONT’D) The student will be able to: Use of Language:

Formal (non contracted forms), Direct to Hold class discussion on writing Students write letters of
FUNCTIONAL the point. No irrelevant information No formal application letters and application for a job in
slang. explain/illustrate areas and points of response to the following
WRITING
difficulty. advertisement:
Layout as follows:
Formal Letters Wanted
Address The Ampeyo Goldfields
Limited wants a number of
Date boys and girls for
employment as assistant
Recipient‟s Address: e.g. clerical officers
The General Manager Applicants must be in their
Agro Chemicals Co. Ltd. final year in the Junior
P. O. Box 234, Secondary School.
Swedru.
Interested students must
Salutation apply immediately giving
the following particulars:
Heading (underline) age, present school,
subjects being studied and
Body the type of employment
Subscription required to:
Signature The Personnel Manager,

UNIT 6
Ampeyo Goldfields Limited,
Full Name P.O. Box 3345, Ampeyo.
FUNCTIONAL
WRITING
4.6.1 write letters for publication in Writing letters for publication in Read samples of letters published in
Letters to the Press magazines/newspapers. magazines/newspapers. Letters to be newspapers to class.
(Editor) brief, direct to the point.
Teacher/ students discuss and draw
Examples of topics: up lists of issues/topics of interest for
Causes of Bushfire letters to the Editor. (See examples of
Drag Substance Abuse by Students, topics in content).
Causes of Environmental Pollution,
Why All Households Should Conserve Discuss features and emphasise
Energy, Teenage Pregnancy, etc. brevity.
Formal features and use of language for Students in groups, write letters to the Students write a letter to an
formal letters (Refer Year 3 Unit 5) Editor and read out for class Editor of a national
discussion. newspaper on a topical
issue.

Page 91
ACTIVITIES
NARRATIVE 4.7.1 write short stories for Short stories with clearly defined Read out a published short story or Students write short stories
publication in class/school plots/story line and good „teacher-made‟ story to students. on any topic of their choice.
WRITING
magazines. characterisation.
Discuss the story with students, Students write short stories
Short Stories Features of short stories: Title, Plot, Encouraging them to express their for class magazines/
Characters (main/minor), Time Limit, opinions. bulletin boards.
Setting, Beginning and End. (Do they like it? Which parts they
like/dislike and why?)
Grammar focus
Use of language: use of direct speech Discuss/illustrate various features of a
and appropriate punctuation, use of short story, including use of language
past tense forms, varied sentence and punctuation.
types/forms--dialogue, adjectives.
Students plan/write the outline of a story
of their choice.
Students tell/read their stories briefly

following outlines prepared. Point out
any flaws and suggest correction.
UNIT 8
DEBATES 4.8.1 write debates on given Writing debates presenting both Revise the lesson on Students write debates on
motions. sides, for/against an argument. arguments/speeches/talks in Section 4, given motion.
Units 4 and 5, JHS 2 and relate to the
Features: Vocatives, introduction, current lesson on debates.
arguments for/against, taking sides,
summary/conclusion. Discuss and give examples of features
relevant to debates.
Paragraphing: Development of points
in paragraphs. Class makes a list of topics for debate
and selects topic for class debate.
Use of language: Formal,
persuasive, argumentative, Organise class into four groups: Two
constructive. groups for the topic and two against it.
Organise debate in class.
Reinforce features through class

discussion.

Page 92
ACTIVITIES
UNIT 9 The students will be able to:
DESCRIPTIVE 4.9.1 describe vividly Describing events/personalities/e.g. Discuss features of descriptive writing. Students individually,
WRITING events and An Open Day/Sports/Games/Quiz write a description of a
personalities. Competition. Discuss a recent school event e.g. a school event/role
sports and games competition. model.
Events/personalities
Features of Descriptive Writing:
name/kind of event, date, place, In groups, students discuss an event and
time, participants, activities, colour a personality.
i.e. general appearance of
participants, decoration, general Groups present their work for general
impressions, etc. discussion.
Personality – physical appearance,
quality position/role in society. Draw attention to descriptive details e.g.
time and place, sequencing, and use of Students describe an
Language use: appropriate vocabulary. excursion.
Appropriate vocabulary e.g. specific
adjectives and idioms/idiomatic
expressions.
Simple Past Present Perfect,

Passive form etc.
UNIT 10
DICTATION
4.10.1 write dictated passage Students should be made to write Dictate paragraph from reading text. Mark students‟ work
accurately texts that are unfamiliar. No prior and give feedback
reading of text by students is Students to read over and edit their work
required. before submission for marking

level e.g., paragraphs from reading
text; literature books; magazines,
newspapers etc
Dictation should be a paragraph or

two of 12 lines

Page 93
JHS 3
SECTION 5
LITERATURE/LIBRARY
1. read a variety of texts with including a minimum of 15 story boos.

2. appreciate literature texts.
ACTIVITIES
NOVELS 5.1.1 read a novel to determine the Reading novels to determine the Students work in groups to identify the Students work in groups to
Subject matter and theme. theme and subject matter. theme and examine the way the theme write their reactions to
develops in the chapters of the text, and novels they read.
present their findings for class
discussion.
5.1.2 trace the story line/plot. Development of the plots of novels.
`````````````````````````````````````
5.1.3 describe characters in the Tracing character development by Guide students in pairs to identify the `````````````````````````````````````
novel. finding out: plot, `````````````````````````````````````
what the characters say/do `````
what other characters say about them Students examine the way characters Students compare 2
what the author says about them. are developed by using the criteria characters in the novel.
described in content.

Page 94
ACTIVITIES
POETRY 5.2.1 identify the subject matter and Subject matter and theme of a poem In groups students read a poem, Students write reactions to
the theme of a poem. identify the subject matter/theme for poems read/studied.
discussion.
5.2.2 identify features that make Features that make a poem Students identify features/devices in the Students relate poems
poems successful (i.e. figures successful i.e. figures of speech. poem and state whether the devices are studied to real life
of speech). successfully used in the poem. experiences.
5.2.3 write own poems around Writing own poems around themes Students write own poems around Students give reasons why
themes identified. identified. themes identified. they enjoy the poem.
Students write poems for

publication in the school
magazine.
UNIT 3
DRAMA
5.3.1 identify the theme(s) of a play. Theme(s) of a play read. Students work in groups to identify Students relate themes to
themes, characters and roles in a play. real life situations.
5.3.2 determine the roles of the Development of characters in a play. Students rehearse the play. Students describe a
characters. Learning of lines. character e.g. the hero.
5.3.3 comment on the use of Language use (words and Students analyse the roles characters Students stage the play
language (i.e. words and expressions) in plays. play and present analysis to class. learnt.
expressions) in the develop-
ment of the theme of a play.
5.3.4 perform a given play. Organise rehearsal for a play Students in pairs/groups, examine the
Choose characters, costumes etc. use of certain words and expressions to
develop the theme and present to class.

Page 95
LIBRARY
v. read for information on various topics.
vi. read a minimum of 9 books by the end of the year.
i. acquire the skills for handling books;
ii. talk about what they see in books;
iii. read at least 15 story books;
iv. express their views on stories read and the characters in them;
v. talk and write about books read.
(c) Introduce students to the class/school library and how it is organised.
(d) Students should also be educated on library rules, such as borrowing procedures.

Page 96
Past Students.
Philanthropists.
Ghana Book Trust.
and Non-Governmental Organisations (NGOs) such as:
World Vision.
Plan International.
The Rotary Club.
Valco Fund.
ADRA.
UNICEF/UNESCO, etc.

Page 97
Minimum Reading Targets:
Reading is crucial to progress, not only in English, but in all other subjects. One way of encouraging the JHS child to read is to make suitable reading materials available, and set
minimum reading targets. As stated in the specific objectives, the target is 15 books for the year. It is expected that given the necessary encouragement, many students will exceed the
target.
vii. selecting comprehension passages from class library books for terminal examinations and continuous assessment tests and tasks.
Title:......................................................................... Author:.............................................................. Nationality:.............................................................
Publisher:.............................................................................................. Year of Publication:..........................................................................................
Literary Type:....................................................................................... No. of Pages:...................................................................................................
Date Started:....................................................................................... Date Completed:.............................................................................................
Main Characters and Others:.............................................................................................................................................................................................
…………………………………………………………………………………………………………………………………………….

Page 98
Note:
TEACHING/LEARNING MATERIALS
Dusters
Wall pictures
Conversation charts
Cardboards
Mannilla cards
Markers
Water ink
Tape recorders
Computers
Printers
Cassettes
CD‟s
Photocopiers
Exercise books
Pens
Workbooks
„A‟ 4 paper
Drawing books
Writing books
Jotters
Clay (synthetic)
Coloured chalk
Brushes
Sand trays
Pencils
Workbooks
Textbooks
Library books
Teachers resource packs – (dictionary, textbooks, etc. appropriate for use at the
different levels.)
Materials for costumes
Ink
Screens
Projectors
Realia (e.g. toys, vegetables, animals, birds, human beings, fish, etc.)
Desktop computers for Teachers
Laptop computers for pupils/students
Television
Chalk/fomeca boards

Page 99
RECOMMENDED TITLES FOR READING
1. Wizard of Oz - Lyman Frank Baum

2. Invisible Man - H.G. Wells
3. Tale of Two Cities - Charles Dickens
4. Three Musketeers - Alex Audre Dumas
5. Black Beauty - Anna Sewell
6. Pinocchio - Colloid C.
7. Tom Sawyer - Mark Twain
8. David Copperfield - Charles Dickens
9. Great Expectations - Charles Dickens
10. Robinson Crusoe - Daniel Defoe
11. Prince and Pauper - Mark Twain
12. Oliver Twist - Charles Dickens
13. Treasure Island - Lewis Stevenson
14. Heidi - Johanna Spyri
15. Frankenstein - Mary Shelley
16. Alice in Wonderland - Lewis Carroll
17. Arabian Knights - Andrew Lang
18. Gulliver‟s Travels - Jonathan Swift
19. Pride and Prejudice - Jane Austen
20. Jungle Book - Rudyard Kipling
21. The Cockcrow - Step Publishers
22. The Greedy man and the magic drum - Philip A. Gborsong
23. Journey to Heaven - Thomas Ntumy
24. Tomorrow and Tomorrow and Tomorrow - Thomas Ntumy
25. The One-eyed Rock - Thomas Ntumy
26. The Strange Man - Amu Djoleto
27. Success City - Grace Tagoe

Page 100
28. To Have a Son Like You - Rachel Carnegie
29. The Pot of Gold Dust & Other Stories - Jane Osafoa Dankyi
30. Six Ananse Stories - S.Y. Manu
31. The Magic Food Tree & Others Stories - Albin K. Korem
32. Look and Read - Emma Afriyie
33. Home and School - Emma Afriyie
34. Around the African Fire - Sarah Opong
35. The Iguana and the Mosquito - Aaron Ofori Atta
36. The Clever Little Frog - Sarah Opong
37. Afua Becomes a Pilot - Aania L.S. Seade
38. The Young Detectives - Yaw Ababio Boateng
39. Serwa and Ofosu - Elidah B. Chisha
40. Journey to Heaven - Thomas Ntumy
41. King Forever - Cyprian Ekwensi
42. The Gold Diggers - Kwasi Koranteng
43. Azasu, Son of the Hunter - Nico Kofi Adiku
44. The Discovery of Palm Wine and Other Stories - Jane Osafoa Dankyi
45. Whose fault is it, Parents or Children? - Edward Michael Effah
46. Mr. Sha-Sha the controversial man - Edward Michael Effah

Page 101
THE ENGLISH LANGUAGE PANEL
This syllabus was developed by a selected panel consisting of the following:
1. Rev. Dr. Philip Arthur Gborsong - (Chairman) - Department of English, University of Cape Coast
2. Freda Quao (Ms) - Language Department – Accra College of Education
3. Mabel Ndô (Ms) - Language Department – Accra College of Education
4. Mr. Collins Amoako - Nana Kwaku Boateng Primary „A‟ School, Koforidua
5. Mr. Foster Owusu Kyei - Language Department, Abetifi College of Education
6. Mr. Raphael Ahiabli - Formerly of St. Francis‟ College of Education, Hohoe
7. Mr. Thomas Ntumy - Formerly of Accra College of Education
8. Regina Ankama (Ms) - Formerly of Presbyterian Women‟s College of Education – Aburi
9. Mr. Kwabena Nyamekye - GES-Hqrs, CRDD (Co-ordinator)
EXPERT REVIEWERS
Review comments to the syllabus development process were provided by:
1. Mr. Kofi Nti - Department of English, Institute of Education, University of Cape Coast
2. Mr. John K. Adu - P.O. Box 412, Koforidua
CURRICULUM RESOURCE PERSON
Kofi B. Quansah Ph.D. - P. O. Box SC245, Tema

Page 102
ACKNOWLEDGEMENT
Appreciation goes to the following MOE/GES staff for a good job toward the success of the syllabus writing workshops:
COORDINATORS
Ms. Victoria Achiaa Osei - Dep. Divisional Director, GES-Hqrts. Curriculum

Research and Development Division, CRDD, Accra
Dr. M. Ato Essuman - Textbook Development and Evaluation Expert,

Ministry of Education, Accra
SECRETARIAT
Miss Sandra Sahada Osman - Secretary, GES Hqrts, Curriculum Research and
Development Division, CRDD, Accra
Mrs. Cordelia Nyimebaare - Secretary, GES Hqrts, Curriculum Research and

Mr. Collins O. Agyemang - Secretary, Regional Education Office, Accra
Mr. Thomas K. Baisie - Mimeographer, GES Hqrts, Curriculum Research and


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JHS 1

1. articulate speech sounds and words correctly.

/æ/ as in cat, back, hand. Put sounds in context (Refer Content)

UNIT 1 (CONT’D) The student will be able to:

Sounds that have the long form

English Language 2012

Draw attention to common errors e.g.

Cold - / kәuldl and not/not / k әold/

In pairs/groups, pupils practise

Peter Piper picked ...

Note: Use other local tongue twisters.

English Language 2012

English Language 2012

The student will be able to: In pairs, students give directions to be

English Language 2012

-change in form to express possession

English Language 2012

UNIT 1 CONT’D) 2.1.3. use common and proper nouns NOTE:

Some retain the same form

English Language 2012

English Language 2012

UNIT 2 The student will be able to:

Kwabena is skipping (Continuous).

English Language 2012

UNIT 2 (CONT’D) The student will be able to:

(2) Present Perfect

(3) Past Perfect

English Language 2012

UNIT 3 The student will be able to:

PRONOUNS AND THEIR

2.3.2 use pronouns appropriately. Note 1:

Give objective type

English Language 2012

UNIT 3 (CONT’D) The student will be able to:

English Language 2012

UNIT 3 (CONT’D) The student will be able to:

Note: use drills to reinforce the use of

Emphatic use of pronouns refers to

She opened the door herself.

English Language 2012

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

UNIT 4 The student will be able to:

The Subject is the doer of an Guide pupils to observe that

In yes/no questions, the

the subject determines the

English Language 2012

UNIT 5 The student will be able to:

e.g. The boy scored a goal. Introduce transitive and intransitive

e.g. He fell down.

He drives fast (I)

English Language 2012

Others can be used both

e.g. Naki sings (intransitive)

English Language 2012

UNIT 6 The student will be able to:

My friends visit me on A singular subject goes with a singular

English Language 2012

UNIT 7 The student will be able to:

English Language 2012

English Language 2012

UNIT 9 The student will be able to:

Kwame fed the dog.

Passive sentences emphasize